Curriculum-Based Dynamic Assessment for New- or Second-Language Learners with Learning Disabilities in Secondary Education Settings

Abstract

The issue of properly identifying and assessing the instructional needs of new- or second-language learners of English suspected of having a learning disability continues to plague educational practitioners. This article discusses the merging of curriculum-based measurement and dynamic assessment as a process to support appropriate prereferral assessment and identification of these learners. The difficulties with current assessment approaches for this population are discussed. The article concludes with a rationale for and the initial results of the author's research on using note taking to build content vocabulary as a process for curriculum-based dynamic assessment.