Using Dynamic Assessment to Evaluate Children With Suspected Learning Disabilities

Abstract

Dynamic assessment uses a test—teach—retest approach that can assist clinicians in differentiating between children with learning disabilities and children with learning differences. This article describes a model of dynamic assessment of narratives and its use with children from culturally and linguistically diverse backgrounds. Case studies illustrate how information from dynamic assessment can help determine the effects of experience on performance, distinguish between language impairment and language difference, and make accurate placement decisions.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 29 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.