Literaturnachweis - Detailanzeige
| Autor/inn/en | Cho, Eunsoo; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas; Compton, Donald L. |
|---|---|
| Titel | Dynamic Assessment for Identifying Spanish-Speaking English Learners' Risk for Mathematics Disabilities: Does Language of Administration Matter? |
| Quelle | (2019), (42 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| DOI | 10.1177/0022219419898887 |
| Schlagwörter | Alternative Assessment; Evaluation Methods; Student Evaluation; Spanish Speaking; English Language Learners; At Risk Students; Mathematics Skills; Learning Problems; Language Usage; Test Bias; Elementary School Students; Grade 1; Learning Disabilities; Wechsler Abbreviated Scale of Intelligence; Wide Range Achievement Test |
| Abstract | We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathematics measures and domain-general (language, reasoning) measures in English, and completed DA in their assigned language condition. At year's end, they were assessed on calculation and word-problem solving outcomes in English. Results from multi-group path models indicated that Spanish-DA mitigates the impact of ELs' language dominance on DA performance. Moreover, ELs' language dominance moderated DA's predictive validity differentially depending on DA language and type of outcome. Spanish-DA showed higher predictive validity in Spanish-dominant ELs than English-dominant ELs when predicting calculations but not word-problem solving. English-DA was predictive for both outcomes, regardless of ELs' language dominance. [This paper will be published in "Journal of Learning Disabilities."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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