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Titolo:
Reducing test bias through dynamic assessment of children's word learning ability
Autore:
Pena, E; Iglesias, A; Lidz, CS;
Indirizzi:
Univ Texas, Austin, TX 78712 USA Univ Texas Austin TX USA 78712Univ Texas, Austin, TX 78712 USA Temple Univ, Philadelphia, PA 19122 USA Temple Univ Philadelphia PA USA 19122 le Univ, Philadelphia, PA 19122 USA Touro Coll, New York, NY USA Touro Coll New York NY USATouro Coll, New York, NY USA
Titolo Testata:
AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY
fascicolo: 2, volume: 10, anno: 2001,
pagine: 138 - 154
SICI:
1058-0360(200105)10:2<138:RTBTDA>2.0.ZU;2-C
Fonte:
ISI
Lingua:
ENG
Soggetto:
LEXICAL DEVELOPMENT; PRESCHOOL-CHILDREN; SPECIAL-EDUCATION; LANGUAGE; INTERVENTION; TODDLERS; INFANTS;
Keywords:
dynamic assessment; mediated learning experience; nonbiased assessment; culturally and linguistically diverse; preschool;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
67
Recensione:
Indirizzi per estratti:
Indirizzo: Pena, E Dept Commun Sci & Disorders, 2504 Whitis, Austin, TX 78705 USA Dept Commun Sci & Disorders 2504 Whitis Austin TX USA 78705 05 USA
Citazione:
E. Pena et al., "Reducing test bias through dynamic assessment of children's word learning ability", AM J SP-LAN, 10(2), 2001, pp. 138-154

Abstract

This study examined the performance of preschool children from culturally and linguistically diverse backgrounds, both typically developing and with low language ability, on a word-learning task. A pretest-teach-posttest method was used to compare a mediation group to a no-mediation group. Childrenin the mediation group were taught naming strategies using mediated learning experience (MLE). Results indicated that typically developing and low language ability children were differentiated on the basis of pretest-posttest change and that dynamic measures (e.g., posttest scores of single-word labeling and modifiability ratings from the mediation sessions) predicted theability groups better than static measures (e.g., pretest scores of single-word labeling, description, and academic concepts). These results suggest that dynamic assessment approaches may effectively differentiate language difference from language disorder.

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Documento generato il 27/09/20 alle ore 11:15:34