A Measure of Vocabulary, Syntax, and Language Acquisition Skills in Young Bilingual Children
User’s Manual for the Quick Interactive Language Screener™: English–Spanish (QUILS™: ES)
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.
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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 to 5:11, 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

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