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.
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 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.
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.
This module demonstrates dynamic assessment using the non-word repetition task with a child with a mild language delay and a child with a moderate to severe delay.
This module introduces another form of dynamic assessment: fast mapping.
