User’s Manual for the Quick Interactive Language Screener™: English

Aquiles Iglesias, Ph.D., CCC-SLP, Roberta Michnick Golinkoff, Ph.D., Jill De Villiers, Ph.D., Kathy Hirsh-Pasek, Ph.D., Mary Sweig Wilson, Ph.D., CCC-SLP

Early Childhood, Communication and Language

The QUILS™: ES User’s Manual includes all the information you need to conduct the QUILS: ES screener effectively in early childhood settings with English–Spanish bilingual children ages 3 through 5 years. With this clear and concise manual, you’ll have the background and guidance you need to use QUILS: ES successfully in your early childhood program—and identify bilingual children with potential language delays as early as possible.

e-Book9672KB

$29.95

Qty:

Add to Cart

Request an Exam Copy

STOCK NUMBER	ISBN
52353	978-1-68125-235-3
COPYRIGHT
2021
AVAILABILITY
Available Stock

How can you tell if young bilingual children are making age-appropriate language progress? Use the Quick Interactive Language Screener™: English–Spanish (QUILS™: ES), a web-based, game-like screener for probing the language skills of English–Spanish bilingual children. Developed for use with children from ages 3 through 5 years, QUILS: ES measures not only language products (what the child already knows in both languages) but also language processes (how the child learns new words and grammar structures). Like the QUILS screener for children whose primary language is English, QUILS: ES looks at three areas critical to language development and later academic success: vocabulary, syntax, and process.

The QUILS: ES User’s Manual includes all the information you need to conduct the QUILS: ES screener effectively in early childhood settings with children ages 3 through 5 years. You’ll get:

a helpful introduction to QUILS: ES, including why and how it was developed and what it measures
in-depth exploration of the three areas screened with QUILS: ES
a comprehensive walk-through of the QUILS: ES website
step-by-step guide to conducting the screening, including tips on ensuring children's eligibility, setting up a Student Record, and working with children effectively during the screening process
detailed guidelines on scoring, reporting, and follow-up
seven case studies that illuminate QUILS: ES in practice
a summary of the research and evidence base for QUILS: ES

With this clear and concise manual, you’ll have the background and guidance you need to use QUILS: ES successfully in your early childhood program—and identify English–Spanish bilingual children with potential language delays as early as possible. Learn more about QUILS here.

About the Authors
About the Contributors
Preface
For the Reader: Essential Elements to Understanding the QUILS: ES
Acknowledgments

Section I: AN INTRODUCTION TO THE QUILS™: ES

Chapter 1 What Is the QUILS: ES
Why the QUILS: ES Was Developed
Who the QUILS: ES Is For
What the QUILS: ES Measures
Vocabulary and Syntax
Product and Process
Language Comprehension
Structure of the QUILS: ES
Vocabulary Area
Syntax Area
Process Area
QUILS: ES Components
Web Site
User's Manual
Language Questionnaire

Chapter 2 Why the QUILS: ES Is Needed
Current Needs for Bilingual (English–Spanish) Screening
Shortcomings of Available Language Assessments
What the QUILS: ES Offers

Chapter 3 How the QUILS: ES Was Developed
Item Development
First Item Tryout
Second Item Tryout
Creation of the Final Version of the QUILS: ES

Section II: ADMINISTRATION OF THE QUILS: ES

Chapter 4 The QUILS: ES Areas, Types, and Items
Vocabulary Area
Nouns
Verbs
Prepositions
Conjunctions
Syntax Area
Wh-Questions
Past Tense
Prepositional Phrases
Embedded Clauses
Process Area
Verb Learning
Converting Active to Passive
Noun Learning
Adjective Learning

Chapter 5 The QUILS: ES Web Site
Understanding Your Account
Accessing the Web Site
Login
Username and Password Management
Welcome to the QUILS: ES
Access to the QUILS: ES
How the Web Site Is Set Up
Adding Student Records
Adding a Student Record
Adding Multiple Students at Once
Viewing and Editing a Student Record
Editing a Student Record
Archiving a Student Record
Reactivating a Student Record
Start a Screening
Starting the First Section of the Screener
Pausing or Exiting the Section
Resuming the Section
Completing the Section
Starting the Next Section of the Screening
Importing a Screening
Generating Reports
Student Reports
Parent Report
Group Reports
Raw Data Export
Sharing Reports
E-mailing Reports
Blinding Reports
Printing Reports
Resources
Help
Account
Technical Requirements for Using the QUILS: ES
Recommended Hardware and Software
Computer Settings
Web Site Security and Information About Your Data
QUILS: ES Data

Chapter 6 Conducting the Screening
Preparing to Use the QUILS: ES
Ensuring Student's Eligibility
Allowing Time for Screening
Checking Students' Familiarity with Touchscreens
Preparing the Screening Environment
Setting Up a Student Record
Screening a Student for the First Time
Starting Another New Screening
Practice Items for the Student
Giving the Screener
Interacting With Students During Screening
Additional Recommendations for Working with Children in This Age Group
Screening Across Multiple Sessions

Chapter 7 Scoring, Reporting, and Follow-Up
Scores
Area and Overall Raw Scores for Each Language
Standard Scores for Each Language
Percentile Ranks
Best ScoresScores
Cut Scores on Best Scores
Standardization Sample
Reports
Student Reports
Parent Reports
Group Reports
Follow-Up
Referral for Follow-Up Evaluation
Rescreening
Enriching Children's Language Environments
Children with Vocabulary and Syntax Weaknesses

Chapter 8 The QUILS: ES In Practice: Interpreting Results Through Seven Case Examples
Case 1: Screening Indicates Typical Development
Case 2: Screening Indicates Possible Language Delay (Low Overall Best Score)
Case 3: Screening Indicates Atypical Development (Low Process Best Score)
Case 4: Screening Indicates Possible Language Delay (Low Best Scores in All Areas)
Case 5: Screening Indicates Typical Development (Stronger English Skills)
Case 6: Screening Indicates Typical Development (Stronger Spanish Skills)
Case 7: Screening Indicates Atypical Development (Low Best Scores in Vocabulary and Syntax)
Conclusion

Section III: EVIDENCE BASE FOR THE QUILS: ES

Chapter 9 Details on the Research Behind the QUILS: ES
Normative Sample
Inclusion Criteria
Sample Composition
Developing the Items on the QUILS: ES
Field Testing
Recruitment Process and Preparation of Sites
Item Development and Pilot Testing
First Item Tryout
Second Item Tryout
Order of Testing
Validity
Construct Validity
Convergent Validity
Using Existing Tests With QUILS: ES Best Scores, Combining English and Spanish
Reliability
Test–Retest Reliability
Internal Consistency Reliability
Interrater Reliability
How Were QUILS :ES Scores Derived?
Best Scores
Generation of Standard Scores
Generation of Percentile Ranks
Individual Language Scores
Rasch Analyses
Evaluation and Reduction of Screener Bias Using Differential Item Functioning Analysis
Determination of Cut Scores
Future Directions

References
Index