دورية أكاديمية
Dynamic Assessment for Identifying Spanish-Speaking English Learners' Risk for Mathematics Disabilities: Does Language of Administration Matter?
| العنوان: | Dynamic Assessment for Identifying Spanish-Speaking English Learners' Risk for Mathematics Disabilities: Does Language of Administration Matter? |
|---|---|
| اللغة: | English |
| المؤلفون: | Cho, Eunsoo, Fuchs, Lynn S., Seethaler, Pamela M., Fuchs, Douglas, Compton, Donald L. |
| المصدر: | Journal of Learning Disabilities. Sep-Oct 2020 53(5):380-398. |
| الإتاحة: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.comTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2020 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) |
| Contract Number: | R324A090039 2P20HD075443 2R01HD053714 HD15052 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education |
| الواصفات: | 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 |
| معرفات التقييم و الدراسة: | Wechsler Abbreviated Scale of Intelligence, Wide Range Achievement Test |
| DOI: | 10.1177/0022219419898887 |
| تدمد: | 0022-2194 |
| مستخلص: | 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 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. [For the corresponding grantee submission, see ED603185.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| رقم الانضمام: | EJ1263300 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0022-2194 |
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| DOI: | 10.1177/0022219419898887 |