Pamela M. Seethaler, Lynn S. Fuchs, and Douglas Fuchs
Vanderbilt University
Donald L. Compton
Florida Center for Reading Research, Florida State University
Abstract
The purpose of this study was to assess the added value of dynamic
assessment (DA) for predicting individual differences in year-end
first-grade calculation (CA) and word-problem (WP) performance as a
function of limited English proficiency (LEP) status. Beginning first
graders (129 LEP; 163 non-LEP) were assessed on brief and static
mathematics tests, static tests of domain-general abilities (vocabulary;
reasoning), and DA. The next spring, they were assessed on CA and WP.
Regression analyses indicated that the value of the predictor depends on
the predicted outcome and LEP status. In predicting CAs, the extended
mathematics test and DA uniquely explained variance for LEP children,
with stronger predictive value for the extended mathematics test; for
non-LEP children, the extended mathematics test was the only significant
predictor. However, in predicting WPs, only DA and vocabulary were
uniquely predictive for LEP children, with stronger value for DA; for
non-LEP children, the extended mathematics test and DA were comparably
uniquely predictive. The potential value of a gated screening process is
discussed.
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