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Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities : Does Language of Administration Matter?
Cho, Eunsoo Fuchs, Lynn S. Seethaler, Pamela M. Fuchs, Douglas Compton, Donald
Cho, Eunsoo
Fuchs, Lynn S.
Seethaler, Pamela M.
Fuchs, Douglas
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.
Keywords
dynamic assessment, English learners, language, mathematics disabilities, screening
Date
2020
Type
Journal article
Journal
Book
Volume
53
Issue
5
Page Range
380-398
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
© Hammill Institute on Disabilities 2020