We examined dynamic assessment’s (DA’s) added value over traditional assessments for identifying Spanish-speaking English learners’ (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL’s language dominance. At the start of first grade, ELs (N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathematics measures and domain-general (language, reasoning) measures in English, and completed DA in their assigned language condition. At year’s end, they were assessed on calculation and word-problem solving outcomes in English. Results from multigroup path models indicated that Spanish-DA mitigates the impact of ELs’ language dominance on DA performance. Moreover, ELs’ language dominance moderated DA’s predictive validity differentially depending on DA language and type of outcome. Spanish-DA showed higher predictive validity in Spanish-dominant ELs than English-dominant ELs when predicting calculations but not word-problem solving. English-DA was predictive for both outcomes, regardless of ELs’ language dominance.

中文翻译：

---

用于识别西班牙语英语学习者数学障碍风险的动态评估：管理语言重要吗？


我们研究了动态评估（DA）相对于传统评估的附加值，用于识别西班牙语英语学习者（EL）出现数学障碍的风险，作为测试管理语言（英语与西班牙语）、数学结果类型、以及 EL 的语言优势。一年级开始时，EL（N = 368）被随机分配到英语 DA 或西班牙语 DA 条件，接受英语静态数学测量和领域通用（语言、推理）测量的评估，并在他们的语言中完成 DA。指定的语言条件。年底，他们接受了英语计算和单词问题解决结果的评估。多组路径模型的结果表明，西班牙语 DA 减轻了 EL 的语言优势对 DA 性能的影响。此外，EL 的语言优势会根据 DA 语言和结果类型的不同而不同地调节 DA 的预测有效性。当预测计算而非单词问题解决时，西班牙语 DA 在以西班牙语为主的 EL 中表现出比以英语为主的 EL 更高的预测有效性。无论 EL 的语言优势如何，英语-DA 都可以预测这两种结果。