Dynamic Assessment

This article presented interesting data on using dynamic assessment to diagnose bilingual children with language impairments. I leaned quite a few things from this article. One of the most important things I learned is that there is an overrepresentation of bilingual children in special education programs, specifically in elementary school. This is a problem that is likely a result of the standardized measures used to diagnose these children. I think that clinicians should be cautious when using standard measures, like the PLS-3, on bilingual children. This is important because we do not want to diagnose children with a language impairment simply because these measures are not appropriate for the bilingual population. Having learned this, I

I think it is important to know what modifiability is and how it can aid an assessment. This is important because it looks at the strategies children use to learn unfamiliar words. In the future, I can use this knowledge to improve assessment and intervention for all children. In addition, I learned that dynamic assessment, as a whole is an effective way to distinguish children with language impairments from children with typically developing language. This is especially true when looking at bilingual children. Although this is likely obvious, due to the fact that the entire article is based around this idea, I believe that it is important to state here. Dynamic assessment is something that I had never heard of prior to reading this article, but I find it to be very valuable and important. This is why I chose to address dynamic assessment as something I learned from the article. In the future, I feel as though I will use dynamic assessment to diagnose bilingual children with language impairments. Based on the evidence presented in the article, dynamic assessment is more effective than standardized measures to diagnose a language