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Direct linkKathryn B. Wiseman; Tiana M. Cowan; Lauren Calandruccio; Elizabeth A. Walker; Barbara Rodriguez; Jacob J. Oleson; Ryan W. McCreery; Lori J. Leibold; Emily Buss – Journal of Speech, Language, and Hearing Research, 2025
Purpose: This report compares device use in a cohort of Spanish-English bilingual and English monolingual children who are deaf and hard of hearing, including children fitted with traditional hearing aids, cochlear implants (CIs), and/or bone-conduction hearing devices. Method: Participants were 84 Spanish-English bilingual children and 85 English…
Descriptors: Bilingualism, Monolingualism, Spanish, English
Download full textGillanders, Cristina; Iruka, Iheoma U.; Bagwell, Cindy; Adejumo, Tobi – School Community Journal, 2021
From a sociocultural perspective to assessment, this study investigated parents' beliefs about formative assessment. When North Carolina (NC) received an Early Learning Challenge Grant, its Department of Public Instruction was funded to develop a kindergarten entry assessment. The department proposed the development of a kindergarten to third…
Descriptors: Parent Attitudes, Primary Education, Formative Evaluation, Student Evaluation
Huebeler, Amy; Baenen, Nancy – Wake County Public School System, 2015
We examined the progress of kindergarteners who entered the Wake County Public School System (WCPSS) in 2008-09 and in 2010-11 who were identified as limited in English proficiency (LEP). For the 2008-09 cohort, English proficiency increased steadily over time. Few were able to exit LEP status in their first three years in WCPSS (10.5%); this…
Descriptors: Limited English Speaking, English (Second Language), Second Language Learning, Language Proficiency
