Curriculum-Based Vocabulary Assessment for Young Bilingual Students

• In Event: Poster Session 5
  In Poster Session: Vocabulary Research and Instruction

Abstract

Vocabulary development has been identified as an important and challenging area of language and literacy development for Dual Language Learners (August & Shanahan, 2006). This paper describes the development and implementation of a curriculum based vocabulary measure and how it corresponds to standardized measures of vocabulary for this population. The final sample included 97 bilingual children with three waves of language data: beginning of kindergarten, end of kindergarten, and end of first grade. Findings include consistent positive relationships between curriculum-based measures and standardized measures within and across grade levels. Implications for researchers and practitioners in designing and implementing curriculum-based measures of learning are discussed.

Authors

• Lianna Pizzo, University of Massachusetts - Boston

• Mariela M. Paez, Boston College