Identifying young children with language delays can improve later outcomes
Language is a core ability that children must master for success both in and out of the classroom. Extensive studies have shown that many tasks, including math, depend on linguistic skill, and that early language skills are predictive of school readiness and academic success. Being able to quickly identify children at early ages with language delays is crucial for targeting effective interventions.
Enter the QUILS.
In 2011, the National Center for Education Research (NCER) at IES funded a 4-year grant to Dr. Roberta Golinkoff (University of Delaware) and Drs. Kathy Hirsh-Pasek (Temple University) and Jill de Villiers (Smith College) to develop a valid and reliable computer-based language assessment for preschoolers aged 3-5 years old. The resulting product was the Quick Interactive Language Screener (QUILS), a computerized tool to measure vocabulary, syntax, and language acquisition skills. The assessment ultimately measures what a child knows about language and how a child learns, and automatically provides results and reports to the teacher.
The preschool version of QUILS is now being used by early childhood educators, administrators, reading specialists, speech-language pathologists, and other early childhood professionals working with young children to identify language delays. The QUILS is also being utilized in other learning domains. For example, a new study relied on the QUILS, among other measures, to examine links between approaches to learning and science readiness in over 300 Head Start students aged 3 to 5 years.
QUILS is now being revised for use with toddlers. In 2016, the National Center for Special Education Research (NCSER) funded a 3-year study to revise the QUILS for use with children aged 24-36 months. The researchers have been testing the tool in both laboratory and natural (child care centers, homes, and Early Head Start programs) settings to determine which assessment items to use in the toddler version of QUILS. Ultimately, these researchers aim to develop a valid and reliable assessment to identify children with language delays so that appropriate interventions can begin early.
By Amanda M. Dettmer, AAAS Science & Technology Policy Fellow Sponsored by the American Psychological Association Executive Branch Science Fellowship