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Direct linkCho, Eunsoo; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas; Compton, Donald L. – Grantee Submission, 2019
We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N =…
Descriptors: Alternative Assessment, Evaluation Methods, Student Evaluation, Spanish Speaking
Seethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Grantee Submission, 2016
The purpose of this study was to assess the added value of dynamic assessment (DA) beyond more conventional static measures for predicting individual differences in year-end 1st-grade calculation (CA) and word-problem (WP) performance, as a function of limited English proficiency (LEP) status. At the start of 1st grade, students (129 LEP; 163…
Descriptors: Grade 1, Elementary School Students, Limited English Speaking, Mathematics Instruction
Fuchs, Douglas; Hendricks, Emma; Walsh, Meagan E.; Fuchs, Lynn S.; Gilbert, Jennifer K.; Zhang Tracy, Wen; Patton, Samuel, III.; Davis, Nicole; Kim, Wooliya; Elleman, Amy M.; Peng, Peng – Grantee Submission, 2018
We conducted a 14-week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 120 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the 2 tutoring conditions and a…
Descriptors: Reading Comprehension, Multidimensional Scaling, Reputation, Reading Programs
