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dc.creatorPena, Elizabethen
dc.creatorIglesias, Aquilesen
dc.creatorLidz, Carol S.en
dc.date.accessioned2015-09-09T15:51:02Zen
dc.date.available2015-09-09T15:51:02Zen
dc.date.issued2001-05en
dc.identifier.citationElizabeth Peña, Aquiles Iglesias, Carol S. Lidz. Reducing Test Bias Through Dynamic Assessment Of Children's Word Learning Ability. American Journal of Speech-Language Pathology, Vol. 10, (May., 2001) pp. 138-154. doi:10.1044/1058-0360(2001/014)en
dc.identifier.issn1058-0360en
dc.identifier.urihttp://hdl.handle.net/2152/31161en
dc.description.abstractThis 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. Children in 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 the ability 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.en
dc.description.sponsorshipen
dc.language.isoEnglishen
dc.rightsAdministrative deposit of works to Texas ScholarWorks: This works author(s) is or was a University faculty member, student or staff member; this article is already available through open access or the publisher allows a PDF version of the article to be freely posted online. The library makes the deposit as a matter of fair use (for scholarly, educational, and research purposes), and to preserve the work and further secure public access to the works of the University.en
dc.subjectdynamic assessmenten
dc.subjectmediated learning experienceen
dc.subjectnonbiased assessmenten
dc.subjectculturally and linguistically diverseen
dc.subjectpreschoolen
dc.subjectlexical developmenten
dc.subjectpreschool-childrenen
dc.subjectspecial-educationen
dc.subjectlanguageen
dc.subjectinterventionen
dc.subjecttoddlersen
dc.subjectinfantsen
dc.subjectaudiology & speech-language pathologyen
dc.subjectlinguisticsen
dc.subjectrehabilitationen
dc.titleReducing Test Bias Through Dynamic Assessment Of Children's Word Learning Abilityen
dc.typeArticleen
dc.rights.holderen
dc.description.departmentCommunication Sciences and Disordersen
dc.identifier.doi10.1044/1058-0360(2001/014)en
dc.identifier.urlen
dc.contributor.utaustinauthorPena, Elizabethen
dc.relation.ispartofserialAmerican Journal of Speech-Language Pathologyen


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