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Dyslexia. 2000 Jan-Mar;6(1):72-82.

Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language.

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1
Department of Educational Psychology, Miami University, Oxford, OH 45056, USA.

Abstract

In this paper the authors discuss how the concept of dynamic (cognitive) assessment and instruction might relate to the assessment and instruction of at-risk foreign/second language learners. They describe its relevance to a diagnostic/prescriptive approach to instruction for teaching a foreign language to students with identified dyslexia and other at-risk students. They explain how to assess learners' knowledge of the native/foreign/second language through questions and guided discovery. Examples in German and English illustrate its application to foreign/second language instruction.

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