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Essay / Research Paper Abstract
A 3 page summation and critique of a study performed by Moore-Brown, et al in 2005, in which the researchers used Dynamic Assessment, which is a tool that provides teachers with mechanism for learning disability (LD) evaluation through a test-teach-retest model. This assessment tool provides teachers with a procedure that facilitates differentiating between problems in learning that are due to cultural or language differences and problems that are attributable to LD. No additional sources cited.
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3 pages (~225 words per page)
File: D0_khdaild.rtf
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underlying learning disability (LD) increasingly problematic. In the informative study profiled in this report, performed by Moore-Brown, et al in 2005, the researchers used Dynamic Assessment, which is a
tool that provides teachers with mechanism for LD evaluation through a test-teach-retest model. This assessment tool provides teachers with a procedure that facilitates differentiating between problems in learning that are
due to cultural or language differences and problems that are attributable to LD. In this study, the Dynamic Assessment Instrument (DAI) in both the pre- and post-tests, consisted of
the student relating an oral narrative that utilized 2 wordless picture books. The teaching portion encompassed two 30 to 45 minutes sessions with each child, with the teacher presenting
two scripts provide examples of "narrative components and narrative episodes" (Moore-Brown, et al 212). These teaching sessions focus on helping the students with narrative components and how to discern episode
structure (Moore-Brown, et al 212). At the conclusion of teach teaching session, the instructor uses the Modifiability Observation Form to record how the child responded to the session, which
provides useful information in regards to variables that could be affecting performance. The post-test occurs roughly one week after the second teaching session. In general, children who scored low on
the pre-test due to differences in cultural background make significant improvement, but children with "true language impairment" or LD have more difficulty making changes from their pre-test to post-test performance,
but they may make moderate gains (Moore-Brown, et al 213). The researches present case studies that give background on each student, detail the procedure of dynamic assessment, and relate
what this process of assessment revealed about each child. For example, Rita, an Hispanic girl aged 7 years 5 months attending second grade, had a classification of "English only"
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