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 investigated the development syntax in conversational versus expository discourse across the lifetime.
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.
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.
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.
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 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.
This article highlighted the role that evaluators play in perpetuating the achievement gap between students from different socioeconomic backgrounds.
This study has exposed the disconnect between research, state and federal law, and clinical practice.
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.
