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Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language
Author(s) -
Schneider Elke,
Ganschow Leonore
Publication year - 2000
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/(sici)1099-0909(200001/03)6:1<72::aid-dys162>3.0.co;2-b
Subject(s) - dyslexia , german , foreign language , dynamic assessment , language assessment , psychology , relevance (law) , cognition , linguistics , mathematics education , reading (process) , developmental psychology , philosophy , neuroscience , political science , law
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. Copyright © 2000 John Wiley & Sons, Ltd