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DOI: 10.1055/s-0029-1215719
Response to Intervention and Dynamic Assessment: Do We Just Appear to Be Speaking the Same Language?
Publikationsverlauf
Publikationsdatum:
27. April 2009 (online)
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ABSTRACT
In this article we compare and contrast two frameworks for assessment that appear to share the same language yet produce very different approaches and outcomes: response to instruction/intervention and dynamic assessment. We explore the nature of each, elaborate their similarities and differences, and suggest there are sufficient similarities in goals and principles that the two should be melded into a single model that promotes development of learning competence in children. We specifically consider the relevance of the combined model of response to intervention plus dynamic assessment for professionals involved with language development and disorders.
KEYWORDS
Response to intervention - responsiveness to intervention - response to instruction - dynamic assessment - assessment of learning potential - interactive assessment - language development - language disorders - learning disabilities
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Elizabeth D PeñaPh.D.
Department of Communication Sciences & Disorders, University of Texas at Austin, One University Station
A1100 Austin, TX 78702
eMail: lizp@mail.utexas.edu