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(Petersen, Gragg & Spencer, 2018) Predicting reading problems 6 years into the future: Dynamic assessment reduces bias and increases classification accuracy

by Kristin | Apr 12, 2021 | 0 comments

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. 

(Nippold, Hesketh, Duthie & Mansfield, 2005) Conversational Versus Expository Discourse: A Study of Syntactic Development in Children, Adolescents, and Adults

by Kristin | Apr 23, 2020

This study investigated the development syntax in conversational versus expository discourse across the lifetime. 

ASHA 2015 Presentation- Addressing Disproportionate Referral of Diverse Students

ASHA 2015 Presentation- Addressing Disproportionate Referral of Diverse Students

by Kristin | Nov 16, 2015

Cate Crowley from Teachers College, Columbia University along with Tia Washington and Diane El-Sawaf from the New York City Department of Education (NYCDOE) discuss measures taken to combat the over referral of students from diverse backgrounds for special education services.

(Dollaghan & Campbell, 1998) Nonword Repetition and Child Language Impairment

by Leaders Project | Mar 17, 2015

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.

(August & Shanahan, 2008) Developing Reading and Writing in Second Language Learners

by Leaders Project | Mar 15, 2015

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.

(Hasson et al., 2013) Discriminating Disorder from Difference Using Dynamic Assessment with Bilingual Children

by Leaders Project | Jan 30, 2014

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.

(Alt, Meyers, & Figueroa 2013) Factors That Influence Fast Mapping in Children Exposed to Spanish and English

by Leaders Project | Jan 25, 2014

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.

(National Research Council, 2002) Minority Students in Special and Gifted Education

by Leaders Project | May 17, 2013

This article highlighted the role that evaluators play in perpetuating the achievement gap between students from different socioeconomic backgrounds.

(Spaulding, Swartwout Szulga, & Figueroa, 2012) Using Norm-Referenced Tests to Determine Severity of Language Impairment in Children: Disconnect Between U.S. Policy Makers and Test Developers

by Leaders Project | May 17, 2013

This study has exposed the disconnect between research, state and federal law, and clinical practice.

(Wolfram, Adger & Christian, 1999) Dialects in Schools and Communities

by Leaders Project | May 17, 2013

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.

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