Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?

Lignende værker

• Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?
  af: Cho, Eunsoo, et al.
  Udgivet: (2020)
• Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction
  af: Fuchs, Lynn S., et al.
  Udgivet: (2020)
• The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status
  af: Martin, BrittanyLee N., et al.
  Udgivet: (2019)
• Predicting First Graders’ Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment
  af: Seethaler, Pamela M., et al.
  Udgivet: (2012)
• Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties
  af: Fuchs, Lynn S., et al.
  Udgivet: (2008)