Speech-Language Skills Matrix for Native Spanish Speakers
Student Name:
Student ID #:
Date of Birth:
ACCESS Speaking
Subtest Score:
Monolingual Spanish or Sequential/Simultaneous Bilingual:
Initial or Re-Evaluation:
Language of Literacy/Content Instruction:
Newcomer or Number of Years in Host Country:
Spanish Dialect (if known):
Receptive Language
Correctly follows simple one-step oral directions
Correctly follows simple two-step oral directions
Correctly follows simple three-step oral directions
Correctly identifies age-appropriate vocabulary
Expressive Language
Correctly responds to simple questions
Correctly responds to complex questions
Produces simple sentence structures
Produces compound sentence structures
Produces complex sentence structures
Correctly uses age-appropriate grammar (i.e., conjugation of regular and/or irregular
verbs into the first person present indicative verb tense, the subjunctive verb tense; the
preterite/past verb tense, etc.; plurals; clitic pronouns; gender articles; Subject-Verb
agreement; reflexive pronouns; etc.)
Correctly labels age-appropriate vocabulary
Stage of Second Language Acquisition
Second Language Acquisition Processes (i.e., Codeswitching, Language Loss, etc.)
Pragmatic Language
(Conversational turn-taking, number of conversational exchanges, topic maintenance, eye
contact, etc.)
Articulation
Correct production of age-appropriate speech sounds at the
single-word level
Correct production of age-appropriate speech sounds at the
connected speech level
Intelligibility at single-word level
Intelligibility at connected speech level
Fluency
Part-word repetitions
Prolongations
Blocks
Voice (Not language-dependent)
(Roughness, breathiness, strain, asthenia, etc.)
Resonance (Not language-dependent)
(Hypernasality, hyponasality, mixed nasality)
L1 (Spanish)
L2 (English)
© Gillespie & Dominguez, 2015
Source of Information
Conflicting Information
(i.e., ENRICH, submitted
speech-language body of
evidence, observation, language
sample, consultation with School
SLP, teacher report, SpeechLanguage Skills Checklist, parent
interview, student progress
monitoring data, SpeechLanguage Probes, IC, Teacher
Portal, HLQ, etc.)
(i.e., responses during
standardized testing versus
responses during a language
sample, teacher report versus
performance during testing,
parent report versus
performance during testing,
etc.)