The purpose of this study was to examine and cross-validate how well a dynamic assessment of language can accurately identify a large sample of school-age students with a representative ratio of language disorder. The participants included 362 school-age children with and without language disorder from kindergarten to sixth grade in Utah, Colorado, and Wyoming. Each participant received a battery of assessments including a dynamic assessment of narrative language. The dynamic assessment investigated in this study demonstrated good to excellent levels of sensitivity and specificity. The results of this study also determined that, in concurrence with previous dynamic assessment research, posttest and modifiability scores were most predictive of language ability. The results of this study indicate that the DYMOND may be a valid and accurate tool when identifying language disorders in school-age populations.

The purpose of this study was to examine and cross-validate how well a dynamic assessment of language can accurately identify a large sample of school-age students with a representative ratio of language disorder. The participants included 362 school-age children with and without language disorder from kindergarten to sixth grade in Utah, Colorado, and Wyoming. Each participant received a battery of assessments including a dynamic assessment of narrative language. The dynamic assessment investigated in this study demonstrated good to excellent levels of sensitivity and specificity. The results of this study also determined that, in concurrence with previous dynamic assessment research, posttest and modifiability scores were most predictive of language ability. The results of this study indicate that the DYMOND may be a valid and accurate tool when identifying language disorders in school-age populations.

The purpose of this study was to examine the preliminary psychometrics to revisions to the decoding subtest of the Predictive Early Assessment of Reading and Language (PEARL) dynamic assessment and to further examine the predictive validity of the language subtest of the PEARL. Specific aims were to (a) determine if kindergarten students made gains on the PEARL decoding subtest from pretest to a delayed standard posttest and to a delayed novel posttest, indicating that floor effects were mitigated, (b) to examine if there was variance in the delayed standard posttest and novel posttest scores, (c) to determine if there was adequate fidelity of administration and adequate inter-rater reliability of a delayed standard posttest and a delayed novel decoding posttest, and (d) to examine the sensitivity of the language subtest of the PEARL dynamic assessment. The PEARL Dynamic Assessment was administered to 34 kindergarten students from one elementary school who were identified as at-risk from the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) composite score (Good et al., 2004). Of those 34 students, the PEARL identified seven students at risk for decoding and 11 students at risk for language. The PEARL dynamic assessment contains two brief subtests, a decoding subtest and a language subtest. Both subtests use a pretest, teach, posttest format. Results indicated that the delayed standard posttest correct sounds were significantly different from the pretest correct sounds. The delayed novel posttest correct sounds were significantly different from the pretest correct sounds. For the delayed standard posttest correct words there was a significant difference when compared to the pretest correct words. The delayed posttest novel words were not significantly different from the pretest words. Fidelity of administration was calculated from ten separate administrators, with 100% fidelity of administration for nine of those administrations. The point-to-point interrater reliability of the delayed posttest sounds, and novel sounds was 94% and the point-to-point interrater reliability of the total words read correctly was 94%. Results indicated that the PEARL correctly identified 9/11 students as having language disorder, yielding a sensitivity index of 82%. The findings suggest that the modification to the decoding subtest of the PEARL has preliminary evidence of validity and reliability, and that the language subtest of the PEARL may be a valid tool to identify kindergarten students at risk for language disorder.

Framed within a Sociocultural Theory of Mind (SCT) in the field of Second Language Acquisition (Lantolf & Thorne, 2006), this dissertation explores the role of verbalizing in the internalization of grammatical categories through the use of Concept-based Instruction (henceforth CBI) in the second language (L2) classroom. Using Vygotsky's (1986) distinction between scientific and spontaneous or everyday concepts applied to L2 development (Negueruela, 2008), this study focuses on the teaching and potential development of the grammatical concept of aspect in the Spanish L2 classroom, and the role of verbalizing in its internalization. It is proposed that verbalizing mediates between the learners' initial understandings of the grammatical concept of aspect, the development of conscious conceptualizations, and students' written and oral production of preterite and imperfect grammatical forms. This study presents and analyzes data from one of the thirty-two adult college students enrolled in an advanced Spanish conversation course. Data is analyzed through a clinical analytic approach, which has its roots in Vygotsky's (1978) genetic method of analysis. The study was carried out over a 12-week period and collected multiple sets of developmental data, including learners' definition of the grammatical concept of aspect, written performance protocols, and verbalization data recorded during two oral interviews. The study interprets learner performance in these three complementary, and dialectically connected types of L2 conceptual data. A close analysis of this participant's data provides critical insights to understand the role of verbalizing in L2 conceptual development. Findings confirm that learners' verbalizations are key factors to ascertain L2 conceptual development, as well as a mediational tool that fosters learners' internalization of the grammatical concept of aspect. It is proposed that verbalizing notably contributes to research on L2 development. Not only does it allow the researcher to have a more comprehensive picture of L2 development, but it also helps learners develop a more sophisticated semantic understanding of the grammatical concept of aspect and fosters their ability to understand and control relevant grammatical features in L2 communication.

Using static forms of assessment with learners who have an additional language (AL) as the language of learning and assessment (LoLTA), especially those that have been identified and labelled low achievers, could do more harm than good. Many people neglect to take account of the complexity involved in learning a second language and often wonder why learners who have an AL as the LoLTA take so long to acquire it at the level of cognitive academic language proficiency. This study investigated the use of dynamic assessment (DA) as a method of assessing learners who have an AL as the LoLTA in mainstream education, focusing on Lagos, Nigeria, in the empirical research. The study looked at ways in which DA could contribute to a solution for the assessment of AL learners, specifically how DA influenced the assessment and performance of AL learners. The study, in addition, sought to establish how static assessment and DA affect the attitude of AL learners towards assessment and their own performance. Finally, the study explored avenues through which DA could be used without it becoming an undue advantage for AL learners. The research was a qualitative study within the interpretive paradigm that sought to understand the subjective experiences of AL learners with assessment. Within a multiple case study, it resembled action research. Eight participants from two schools in UBE 8 (Grade 8) took part in the study, which involved observation of the participants during continuous assessment (CA) cycles, with debriefing and language-related mediation of assessment skills thereafter, in the subjects Business Studies (BS) and Integrated Science (IS). The data collection covered four phases: three CA cycles and the examination of the first school term. Subsequent to Phase I, mediational assessment papers, a glossary and spelling list were used. The findings suggest that DA had a positive influence on the AL participants’ performance and affect during assessment, although to varying degrees. Individual learning potential and context appeared to play a crucial part. Once the participants’ individual challenges were apparent, mediation could be directed at providing appropriate strategies to bridge the gaps. Due to the severity of the AL challenge, some participants seemed to require focused learning support in the AL, as well as mediated assessment sustained over a longer period. DA seemed to effectively provide guidance and feedback to the participants and improved their attitude towards assessment as well as the emotions experienced during assessment. / Thesis (PhD)--University of Pretoria, 2009. / Educational Psychology / unrestricted

Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-26T17:40:26Z No. of bitstreams: 1 Tarsila Rubin Battistella.pdf: 1651260 bytes, checksum: 55c40c1fcee1f56ee7e51cc95b235b08 (MD5) / Made available in DSpace on 2015-05-26T17:40:26Z (GMT). No. of bitstreams: 1 Tarsila Rubin Battistella.pdf: 1651260 bytes, checksum: 55c40c1fcee1f56ee7e51cc95b235b08 (MD5) Previous issue date: 2015-03-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / PROSUP - Programa de Suporte à Pós-Gradução de Instituições de Ensino Particulares / Esta tese discute o processo de ensino-aprendizagem de inglês como LE em um contexto universitário de formação de professores, a partir da interação em torno do feedback corretivo oral e dos desdobramentos da teoria sociocultural. Como aporte teórico para esta investigação, foram utilizados os princípios da teoria sociocultural (mediação, zona de desenvolvimento proximal e dynamic assessment), juntamente com outras perspectivas, tais como o feedback corretivo e os fatores afetivos no ensino-aprendizagem de LE. Verificamos os tipos de correção oral fornecidas aos aprendizes em sala de aula e o desenvolvimento potencial dos mesmos, assim como obtivemos informações quanto às percepções e aos sentimentos dos participantes no que diz respeito a esse fenômeno. Partindo das pesquisas desenvolvidas por Aljaafreh e Lantolf (1994) e Nassaji e Swain (2000) sobre o feedback corretivo, a teoria sociocultural e a mediação negociada entre os aprendizes, é tecida uma análise de como a teoria sociocultural pode contribuir para o processo de interação em torno do feedback corretivo oral. A pesquisa foi realizada com estudantes de nível pré-intermediário a intermediário de inglês, em uma instituição privada do interior do estado do Rio Grande do Sul, durante o primeiro semestre de 2013. Além dos aprendizes, futuros professores de inglês, a professora titular da turma também participou do estudo. A pesquisa foi orientada por princípios qualitativos, de perspectiva interpretativista na escolha dos critérios para elaboração e nos procedimentos para a coleta e análise dos dados. Alguns recursos quantitativos foram incluídos à pesquisa qualitativa para auxiliar na exposição e interpretação dos dados. Os alunos e a professora participaram de quatro etapas da pesquisa: gravação em áudio e vídeo das aulas; narrativas escritas; entrevista semiestruturada oral e sessão de visionamento. A análise dos dados focou na interação em torno do feedback corretivo oral, no ponto de vista êmico e na triangulação dos dados. Durante a análise e discussão dos resultados, foi possível perceber que os erros e a correção são parte do processo de qualquer aprendizagem, no sentido de promover o ensino-aprendizagem e o crescimento dos aprendizes, por meio da interação dialógica. Além disso, os resultados revelam que a correção é significativa no sentido de promover o ensino-aprendizagem de uma LE ao ser realizada levando-se em consideração os fatores linguísticos, cognitivos e afetivos dos aprendizes. Assim, a principal contribuição do trabalho foi oportunizar uma reflexão acerca do feedback corretivo oral por parte dos participantes, corroborando que ele pode ser beneficiado pela mediação na zona de desenvolvimento proximal do aprendiz e pelo dynamic assessment, tomando por base os desdobramentos da teoria sociocultural. / This dissertation aims at discussing the foreign language (FL) learning process in a pre-service teacher education, through the interaction around the corrective feedback and the sociocultural theory concepts. The theoretical basis for this research included the sociocultural theory concepts (mediation, zone of proximal development and dynamic assessment), together with other perspectives, such as the corrective feedback and the emotions in the FL learning. The oral corrective feedback which is provided to learners in the classroom and their potential development were examined. Thus, learners’ perceptions and feelings regarding this phenomenon were observed. Grounded on studies by Aljaafreh and Lantolf (1994) and Nassaji and Swain (2000) about the corrective feedback, sociocultural theory and negotiated meditation with learners, this dissertation analyzes how the sociocultural theory can enhance the interaction around the corrective feedback. The study was conducted with pre-intermediate and intermediate level students at a private institution in the state of Rio Grande do Sul, over the course of the first semester of 2013. Besides the learners - pre-service teachers - the classroom teacher also participated in this study. The research was guided by qualitative principles, from an interpretativist view in the choice of principles and criteria for the preparation and procedures for collecting and analyzing data. Some features of quantitative research were included in the qualitative research in order to help with the exposure and data analysis. The learners and the teacher participated in four research stages: audio and video recording of classroom interaction; written narratives; oral semistructured interviews and viewing sessions. Data analysis focused on the interaction around the corrective feedback, the emic perspective and the data triangulation. During the analysis and the discussion of the results, it was possible to realize that the mistakes and the feedback are part of any learning situation, in the sense of promoting learning and also learners’ development through dialogic interaction. Besides, the results show that feedback is important in promoting FL learning, taking into account learners’ linguistic, cognitive and affective factors. Thus, the main contribution of this dissertation was to shed light on the reflection about the oral corrective feedback by the research participants, corroborating that it can be benefited for the mediation around the zone of proximal development and the dynamic assessment, in the light of sociocultural principles.

This study investigated the effectiveness of Feuerstein’s mediated intervention programme on a sample of the Grade Five population, in a remedial school. The participants (n=20) were systematically sampled and they constituted two groups, namely, Individual Mediation (n=10) and Group Mediation (n=10). It was hypothesised that participants exposed to this programme would yield significant improvement in cognitive functioning as measured by the (Raven’s Coloured Progressive Matrices (RCPM). As a result of the intensity and the duration of the mediation that was provided to the participants within the Individual Mediation, it was hypothesised that they would perform significantly better than those within the Group Mediation. Set Variations B-8 to B-12 from Feuerstein’s Learning Potential Assessment Device served as vehicle for mediating cognitive deficiencies. Following the intervention, a significant improvement on the RCPM was only obtained within the Individual Mediation. Although there was significant improvement, no significant difference was found between the Individual Mediation and the Group Mediation. The pre-post-test results of the Individual Mediation corroborate existing literature that provision of adequate and appropriate mediated learning experience is effective in improving cognitive functioning. However, non-significant results between the two groups suggest that a pre-post significant finding within the Individual Mediation was as an effect of pre-test differences. These findings are therefore inconclusive. It might be helpful to further replicate this investigation in order to determine whether support is found for the previous or for the present findings.

Literacy development in Spanish-speaking children is a growing concern in the United States (Invernizzi, 2009). Phonological awareness is a predictor of literacy achievement in most alphabetic languages (Anthony et al., 2011; Davison & Brea-Spahn, 2012; Durgunoğlu, Nagy, & Hancin-Bhatt, 1993; Goikoetxea, 2005). Bilingual children with complex communication needs (CCN) demonstrate increased difficulties in speaking, reading, and writing, making learning two languages a difficult task (Toppelberg, Snow, & Tager-Flusberg, 1999). Literacy attainment in bilingual individuals who have CCN is important to improve their overall language development and communication interaction skills (Harrison-Harris, 2002). A valid and reliable phonological awareness assessment that does not require speech is needed in order to provide appropriate instruction and address desired literacy goals (Barker, Bridges, & Saunders, 2014). The goal of this study is to describe pilot data from the Dynamic Assessment of Phonemic Awareness in Spanish (DAPA-S), a new dynamic phonological awareness assessment that does not require speech responses, with children from Latin American Spanish-speaking backgrounds, in order to determine its construct validity. DAPA-S was administered over the course of one to three sessions to ten participants (six males and four females). Participants also received the Identificación de letras y palabras (Letter-Word Identification; LWID) subscale from the Woodcock-Muñoz Language Survey–Revised (WMLS-R; Woodcock, Muñoz- Sandoval, Ruef, & Alvarado, 2005) as an emergent reading skill task and three subtests from the Test of Phonological Sensitivity in Spanish (TOPSS; Brea, Silliman, Bahr, & Bryant, 2003):letter-name and letter-sound, elision, and rapid automatized naming (RAN) as assessments of phonological awareness. To evaluate concurrent validity, Pearson correlations and bootstrapped 95% confidence intervals were calculated between the DAPA-S total score and the measures of phonological awareness from the TOPSS. The DAPA-S demonstrated strong and significant correlations with elision, RAN, and the letter-sound subtests rs = –.67 to .87, ps = .00 to .03. These results indicated that the DAPA-S likely measured the same construct as the other measures of phonological awareness from the TOPSS. To evaluate convergent validity, Pearson correlations and bootstrapped 95% confidence intervals were calculated between LWID of the WMLS-R and the DAPA-S total score. The DAPA-S demonstrated a strong and significant correlation, r = .75, p < .05. The data suggest a high degree of both concurrent and convergent validity, as many of the conventional measures of phonological awareness and emergent reading were significantly correlated with the DAPA-S, including letter-sound, RAN, and LWID. Overall, the pattern of results suggests that the DAPA-S may be a reliable and valid tool for measurement of phonological awareness in Spanish.

Standardized tests are generally based on the norms of the majority population who share the same culture, language and above all, similar prior learning experiences. Because of this, it is problematic for clinicians to use standardized tests when assessing children from culturally and linguistically diverse (CLD) backgrounds. Dynamic assessment (DA) is an alternative assessment method that can circumvent the dilemma of biased testing of children from CLD populations. By looking at the child‟s modifiability instead of static performance DA aims to target the child‟s true language ability. In this study the researchers investigated the difference between narratives produced before and after a dynamic assessment procedure called a test-teach-retest method. 16 South African preschool children were assessed in one session with a wordless picture sequence and then the test-teach-retest format was implemented. Each child was asked to tell the story in the pictures, followed by a dynamic assessment phase (focused questions), and finally a second elicitation of the narrative. No time elapsed between the tests and the teaching phase. Significant differences were found between the narratives elicited before and after the focused questions, but not for all measures. The use of mental state terms (what characters feel and think) increased from the first to the second narrative as well as some of the microstructural elements (linguistic structures) and macrostructural elements (global organization of the story). These results indicate that the use of narrative language in the field of DA has the potential of reducing bias when assessing children‟s narrative ability in culturally and linguistically diverse populations. / Standardiserade test är främst baserade på normer som hämtats från studier av majoritetsbe-folkningen i ett land. En befolkning delar ofta samma kultur och de är ofta enspråkiga, men framförallt delar de liknande upplevelser. På grund av detta är det mycket svårt för kliniker att använda standardiserade test på barn med flerspråkig bakgrund. Dynamic assessment (DA) är en alternativ och dynamisk bedömningsmetod som kan förhindra att språklig testning av mångkulturella barn blir partisk. DA är ett tillvägagångssätt som fokuserar på barns sätt att ta sig an språk medan traditionella mått främst används för att statiskt kvantifiera prestation. Den här uppsatsen syftar till att undersöka om det finns en skillnad i barns sätt att berätta en saga före och efter intervention med dynamisk bedömningsmetod. 16 sydafrikanska förskole-barn testades, varje barn fick vid ett tillfälle berätta två historier till samma bildsekvens. Mel-lan de två berättelserna ställde forskarna riktade frågor om innehållet, dessa riktade frågor motsvarar det dynamiska inslaget i bedömningen. Signifikanta resultat hittades, men inte för alla mätvärden. Signifikant var den ökade användningen av mental state terms (vad karaktä-rerna i en berättelse känner och tänker), samt ökningen av vissa mått på mikro- (lingvistisk struktur) och makrostruktur (övergripande organisering av berättelsen). Detta resultat tyder på att användningen av en dynamisk bedömningsmetod kan ge kliniker ett instrument som är opartiskt vid bedömning av mångkulturella barns berättarförmåga.

This three-part study explores an application of the dynamic assessment of narratives in a bilingual Spanish and English-speaking early elementary population as a preliminary study of bilingual children’s response to a short-term intervention. Dynamic assessment has been used successfully to differentiate culturally diverse monolingual children with language impairment from their typically developing peers. In order to extend this assessment measure to bilinguals, specifically Spanish and English-speaking children, the effects of the language of intervention and the language of production was explored. Profiles of bilingual children’s narratives with and without impairment and their differential responses has not been well documented in both languages. Thus, narrative profiles and from pre to post intervention changes were compared for typically developing and language-impaired children. The first study examined whether parallel stories were elicited within languages using two books. The second study explored the effects of the language of intervention and the language of story production on narrative performance, and the transfer of narratives skills across languages using the dynamic assessment paradigm. The third study examined children’s performance with and without language impairment pre and post mediated learning experience in comparison to a non-intervention control group. Results from study one indicated that children told parallel stories for the two books within each language. Findings from study two indicated that children’s stories in Spanish were stronger overall, and children’s performance did not differ as a function of intervention in Spanish vs. English. Children demonstrated transfer of narrative macrostructure across both languages. Finally, study three indicated that the children who were typically developing demonstrated a greater amount of pretest to posttest gain as compared to children in the language impaired and control groups. The typically developing children were rated as more modifiable in comparison to those with language impairment. / text