Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities : Does Language of Administration Matter?

Journal article

Cho, Eunsoo, Fuchs, Lynn S., Seethaler, Pamela M., Fuchs, Douglas and Compton, Donald. (2020). Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities : Does Language of Administration Matter? Journal of Learning Disabilities. 53(5), pp. 380-398. https://doi.org/10.1177/0022219419898887
AuthorsCho, Eunsoo, Fuchs, Lynn S., Seethaler, Pamela M., Fuchs, Douglas and Compton, Donald
Abstract

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.

Keywordsdynamic assessment; English learners; language; mathematics disabilities; screening
Year01 Jan 2020
JournalJournal of Learning Disabilities
Journal citation53 (5), pp. 380-398
PublisherSage Publications, Inc. (US)
ISSN0022-2194
Digital Object Identifier (DOI)https://doi.org/10.1177/0022219419898887
PubMed ID31971061
Web address (URL)https://journals.sagepub.com/doi/10.1177/0022219419898887
Open accessPublished as non-open access
Research or scholarlyResearch
Page range380-398
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online23 Jan 2020
Publication process dates
Deposited26 Jul 2024
Additional information

© Hammill Institute on Disabilities 2020

Place of publicationUnited States
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