Culturally and Linguistically Responsive Teaching is based in the belief that every student brings all of the strengths necessary to succeed academically upon school entry. However, most of us are conditioned to view students who live in poverty and/or those who speak varieties of English that differ significantly from the standardized US English dialect from a deficit perspective.
Our linguistically responsive instructional and assessment resources help educators more effectively meet the instructional needs of all students, including those who tend to become underserved in language and literacy. And they help promote a linguistic appreciation of the relationship between spoken (in all of its variation) and written language, and critical skills for literacy development.
Parents can now use CBM at Home™, a new valid and reliable curriculum-based measure of early reading skills for children grades K-3.
Web-based and easy to administer, CBM at Home predicts the risk a student will develop future reading difficulties, and recommends home-based activities based in research.
The Assessment of Literacy and Language (ALL™) is used to evaluate both the emergent literacy skills and language development of prekindergarten, kindergarten, and first-grade children.
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DAWS™ is a dialect switching instructional resource for 2nd, 3rd, and 4th grade students who speak non-Mainstream English.
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Diagnostic Evaluation of Language Variation™ offers a two-part, individually administered screening test as well as a norm-referenced diagnostic test designed to identify speech and language disorders/delays.
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Monster, P.I. is an app-based, gamified, computer-adaptive diagnostic assessment developed by a team of experts with a federal* research grant.
