Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?

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.

Learning Disabilities in Mathematics

This chapter illustrates the complexity of the mathematics curriculum and why students who struggle to comprehend mathematics face additional challenges in terms of remedial instruction. Mathematics disabilities are more common than often believed. These difficulties frequently stem from a deficit in basic numeracy, or an understanding of how numbers work and how our number system operates. A breakdown of mathematics concept areas from the Common Core State Standards illustrates the breadth of mathematics content. Case studies exemplify various presentations of mathematics disorders. Mathematics problems may remain undercover longer than other types of disabilities, and identification of a mathematics learning disorder may not occur until college. Assessment and remedial techniques are included.

Magnitude, numerosity, and development of number: Implications for mathematics disabilities

Leibovich et al. challenge the prevailing view that non-symbolic number sense (e.g., sensing number the same way one might sense color) is innate, that detection of numerosity is distinct from detection of continuous magnitude. In the present commentary, the authors' viewpoint is discussed in light of the integrative theory of numerical development along with implications for understanding mathematics disabilities.