Dynamic Assessment for Identifying Spanish-Speaking English Learners' Risk for Mathematics Disabilities: Does Language of Administration Matter?

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 first 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 multigroup path models indicated that Spanish-DA mitigates the impact of ELs' language dominance on DA per

SUBMITTER: Cho E 

PROVIDER: S-EPMC7375920 | biostudies-literature | 2020 Sep/Oct

REPOSITORIES: biostudies-literature