Diagnostic Accuracy of the Culture-Language Interpretive Matrix with the WJ-III-NU: A Comparison of Spanish-Speaking English Language Learners and Monolingual English-Speaking Students
Open Access
- Author:
- Meyer, Erin Lynne
- Graduate Program:
- School Psychology
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- August 27, 2013
- Committee Members:
- Beverly Vandiver, Dissertation Advisor/Co-Advisor
Beverly Vandiver, Committee Chair/Co-Chair
James Clyde Diperna, Committee Member
Keith B Wilson, Committee Member
Adriana Van Hell, Committee Member - Keywords:
- English language learners
cognitive assessment
language and culture
IQ tests
validity
culture-language interpretive matrix - Abstract:
- The purpose of this study was to examine the appropriateness of using the Culture-Language Interpretive Matrix (C-LIM; Flanagan, Ortiz, and Alfonso, 2007) with the Woodcock-Johnson – Third Edition, Normative Update, Tests of Cognitive Abilities (WJ-III-NU; Woodcock, McGrew, Schrank, & Mather, 2007) when assessing school-aged English language learners (ELLs). An archival sample of 78 referred Spanish-speaking ELLs and 156 referred monolingual English-speaking students was gathered and matched based on age and gender. The C-LIM was interpreted using three levels of criteria: (a) most stringent, based on a nine cell decline, (b) moderately stringent, based on a five level decline, and (c) least stringent, based on a three cell decline. Within each criterion, three levels of decline were examined: (a) cultural loading, (b) linguistic demand, and (c) combined cultural loading and linguistic demand. Primary analyses were diagnostic accuracy statistics and receiver operating curve (ROC) analysis. Findings indicated that although the C-LIM interpretation generally identified MESs correctly based on not following a pattern of decline, it did not accurately identify ELLs based on following a pattern of decline. Results of ROC analyses revealed that all types of C-LIM interpretation investigated resulted in similar diagnostic decisions for ELLs and MESs no matter which cutoff score was used to define a declining pattern. Analyses conducted on ELLs and MESs who were not diagnosed with specific learning disabilities produced similar results. The influences of acculturation and language proficiency were also examined relative to C-LIM decisions. Based on these findings, use of the C-LIM in practice is not recommended at this time. Recommendations are offered for research and practice involving the assessment of English language learners.