This quasiexperimental research studies the effect of socioeconomic status (SES), language learning, and culture on gifted Hispanic children's performance in an alternative developmental scale (Qualitative Use of English and Spanish Tasks) of cognitive ability for generating developmental profiles. Results showthe effect of SES and language learning across linguistic and cultural factors, revealing developmental continuities and discontinuities. Theoretical and practical educational implications are to include and generate developmentally appropriate assessments that uncover cultural-linguistic giftedness.
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Felix-Holt, M., & Gonzalez, V. (1999). Alternative assessment models of language-minority children: Is there a match with teachers'attitudes and instruction? In V. Gonzalez (Vol. Ed.), Language and cognitive development in second language learning: Educational implications for children and adults(pp. 190-226). Needham Heights, MA: Allyn & Bacon.
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Gonzalez, V. (2001). The role of socioeconomic and sociocultural factors in language-minority children's development: An ecological research view. Bilingual Research Journal, 25(1, 2), 1-30.
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Gonzalez, V., Bauerle, P., Black, W., & Felix-Holt, M. (1999). Influence of evaluators' beliefs and culturallinguistic backgrounds on their diagnostic and placement decisions for language-minority children. In V. Gonzalez (Vol. Ed.), Language and cognitive development in second language learning: Educational implications for children and adults(pp. 269-297). Needham Heights, MA: Allyn & Bacon.
10.
Gonzalez, V., Bauerle, P., & Felix-Holt, M. (1995, February). Influence of evaluators' prior academic knowledge and attitudes on the diagnosis of cognitive and language development in bilingual Hispanic kindergartners. Paper presented at the National Association for Bilingual Education 24th annual international conference, Phoenix, AZ.
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Gonzalez, V., & Clark, E. R. (1999). Folkloricand historicviews of giftedness in language-minority children. In V. Gonzalez (Vol. Ed.), Language and cognitive development in second language learning: Educational implications for children and adults(pp. 1-18). Needham Heights, MA: Allyn & Bacon.
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Oviedo, M. D., & Gonzalez, V. (1999). Standardized and alternative assessments: Diagnosis accuracy in minority children referred for special education assessment. In V. Gonzalez (Vol. Ed.), Language and cognitive development in second language learning: Educational implications for children and adults (pp. 227-269). Needham Heights, MA: Allyn & Bacon.
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