How Can They Be Gifted if They Don’t Speak English? Assessing Talents of Spanish-Speaking First and Second Graders

• In Event: Poster Session 11
  In Poster Session: Bilingual Education Research: Theory, Policy, and Practice Poster Session

Abstract

This is a case study of nine teachers of 189 first and second graders enrolled in a dual language program in a rural Midwestern town. Students took the Iowa Tests of Basic Skills (ITBS) Form A, primary achievement battery or the Logramos (Spanish-language equivalent) and the CogAT7 ability test battery with either Spanish or English directions, depending on home language. To build local norms, teachers first rank ordered their students using classroom grades and their own expert opinions. Students were then ranked based on their performance on the ITBS Reading Core, ITBS Math Core, CogAT non-verbal core, and CogAT quantitative core. Teachers then used these data to make instructional decisions about the students, particularly identification for gifted and talented programming.

Authors

• Liz Hollingworth, University of Iowa

• Sarah G Hale, University of Iowa