This study investigated the effectiveness of a dynamic assessment task in accurately identifying kindergarteners, especially those from CLD backgrounds, that would continue to need reading intervention and support up to 6 years into the future.
This study investigates the use of narrative dynamic assessment in decreasing overidentification of students from American Indian communities as language impaired.
This study investigated dynamic assessment in evaluations among SLPs and explored whether different procedures would increase its use.
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.
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 who are often misidentified as language impaired under current assessment practices due to flawed assessment procedures.
In the last few years, three important articles studying the usefulness of dynamic assessment (DA) procedures as diagnostic tools in identifying language impairment (LI) have been published. DA is especially important to SLPs working with culturally and linguistically diverse (CLD) children because it has been shown to be less biased against those individuals than traditional methods of assessment (i.e., static assessment).
In this module Cate discusses using dynamic assessment using repetition of nonwords, sentences and syllables (Dollaghan & Campbell, 1998) to help confirm Alex’s diagnosis of developmental apraxia.
This module explains what dynamic assessment is through an example for viewers.
This module demonstrates dynamic assessment using the non-word repetition task with a typically developing child and a low-average performing child.