Examining The Discrepancies Between Self-Regulation Skills Among Dual Language Learners Using Direct and Indirect Assessments

• In Event: Better Together: Delving into Multiple Methodologies to Assess DLL Children and Their Classroom Contexts

Abstract

The purpose of these studies was to examine the association between self-regulation skills among Dual Language Learners (DLLs) and classroom context using direct and observed assessments. Study 1 examined a sample of Spanish-English speaking DLL preschoolers (N= 341) using the Preschool Self-Regulation Assessment (PSRA; Smith-Donald et al., 2007) and classroom observations of self-regulation using the Social Development Lab-Kindergarten Coding System (SDL-K). Study 2 examined two groups of DLLs and a group of monolinguals (N = 7,846; from kindergarten to first grade) using the Dimensional Change Card Sort (DCCS; Zelazo, 2006) and teacher ratings on the Social Skills Rating System (SSRS; Gresham, & Elliott, 1990). Both studies include a diverse group of children and use a combination of direct and indirect assessments.

In Study 1 to examine the association between a direct assessment of self-regulation skills and the observation of self-regulation skills, a two-factor measurement model for the PSRA and a composite score for SDL-K was incorporated into a Structural Equation Model. Factor 1, Cool Executive Control (CEC) was not associated with Observed Self-Regulation (b= -0.102, SE= .266, p= .703). Factor 2, Hot Executive Control (HEC) was also not associated with Observed Self-Regulation (b= -0.085, SE= .228, p= .709). Although the measures were not related, independently they captured various aspects of children’s self-regulation skills. The direct assessment intentionally elicited hot and cool skills, while the observation captured which areas of the classroom DLL children showed higher levels of self-regulation.

In Study 2 Latent Growth Curve Modeling was used to examine whether DLLs differed in their executive function trajectories compared to monolinguals on a direct and indirect assessment of executive function skills. The results from Study 2 also found discrepancies between direct and indirect assessments of children’s executive functioning skills. Children in the bilingual group demonstrated similar cognitive control to the monolingual group at kindergarten entry but had a steeper cognitive control growth over the end of kindergarten and through first grade. However, ELL (English Language Learners) children showed lower cognitive control performance at the beginning of kindergarten but also showed faster cognitive control development during the time in which they were learning their second language. In contrast to the direct assessment data, teachers rated bilingual children as having better inhibitory control and attention skills at the start of kindergarten in comparison to monolingual children and there were no changes in these differences between groups across time. Further, with regards to attention skills, ELLs demonstrated favorable differences initially and overtime in comparison to bilinguals. Moreover, ELLs demonstrated favorable differences overtime in comparison to monolinguals with regards to attention skills.

More details regarding the discrepancies between direct and indirect assessments of children’s executive functioning skills among DLLs will be presented. Similarly, we will explore possible factors that may have contributed to these discrepancies. Overall, our results will highlight the benefits of incorporating multiple assessments when examining DLLs, the pros and cons to implementing direct and indirect assessments and the need to continue examining classroom contexts in relation to DLLs.

Authors

• Anabel Castillo, WestEd
  Presenting Author

• Elizabeth Marie Frechette, University of Oklahoma