Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language.
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.
Schneider
E
E
Department of Educational Psychology, Miami University, Oxford, OH 45056, USA.
Ganschow
L
L
D000293:Adolescent; D002648:Child; D004410:Dyslexia / Q000175:diagnosis / Q000628:therapy; D006801:Humans; D007802:Language; D007859:Learning Disabilities / Q000175:diagnosis* / Q000628:therapy*; D012073:Remedial Teaching; D014706:Verbal Learning