Source URL: View this document on the ASHA website
This article was one of the first to investigate nonword repetition as dynamic assessment. It also highlighted its importance as a less biased measure of language impairment for individuals from culturally and linguistically diverse backgrounds.
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A summary of the National Literacy Panel’s findings with regard to evidence based literacy instructions for English Language Learners and suggestions for clinicians and educators.
Downloadable PDF: Research Summary- Discriminating Disorder from Difference Using Dynamic Assessment in Bilingual Children.pdf
This study builds on recent evidence of the usefulness of dynamic assessment (DA) along with a mediated learning experience (MLE) and graduated prompting as a more appropriate method of determining the presence of language disorder (LD) in culturally and linguistically diverse (CLD) children. Read More
The current study asked whether bilingual children would show less advantage in fast-mapping high-probability words as a result of interference from the second language (in this case Spanish) when compared to monolingual (English) children.
Source URL: View this document on the National Academies Press website
This article highlighted the role that evaluators play in perpetuating the achievement gap between students from different socioeconomic backgrounds. When an evaluator uses assessment procedures, such as standardized tests, that are biased against students from culturally and linguistically diverse backgrounds, it results in typically developing students being placed in special education where they are much less likely to graduate from high school and college.
Source URL: View this document on PubMed
This study has exposed the disconnect between research, state and federal law, and clinical practice. Despite lack of validity in determining disability and even though federal law (IDEA, 2004) recognizes that lack in requiring assessment materials to be “valid, reliable and free of bias,” many state laws continue to require norm-referenced tests in determining disability and in establishing severity level.
This is a textbook for educators and clinicians working with children whose primary deficits differ from the Standard American English (SAE) normally taught in schools. Read More
Source URL: View this document on the ASHA website
The purpose of this article was to determine whether dynamic assessment (DA) of word learning was accurate in identifying the presence of language impairment (LI) in preschool-age bilingual children. Bilingual children are often misidentified as language impaired under current assessment practices due to flawed assessment procedures.
The LEADERSproject by Dr. Catherine (Cate) Crowley is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on a work at http://www.leadersproject.org.
Permissions beyond the scope of this license may be available by http://www.leadersproject.org/contact.
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