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ERIC Number: EJ1215386
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0278-3193
Dynamic Assessment for Identification of Twice-Exceptional Learners Exhibiting Mathematical Giftedness and Specific Learning Disabilities
Al-Hroub, Anies; Whitebread, David
Roeper Review, v41 n2 p129-142 2019
The purpose of this research was to investigate the utility of dynamic assessment (DA) in identifying a group of "twice-exceptional students" who exhibited mathematical giftedness and specific learning disabilities (MG/LDs). A quantitative method was applied by a multidisciplinary team to identify 30 students (16 girls and 14 boys) in the fifth and sixth grades, aged 10 years to 11 years 11 months, at three public elementary schools in Amman, Jordan. The findings of the dynamic mathematics assessment showed (a) a high variance in performance between the pre- and posttests and (b) a lack of relation with conventional static assessment (e.g., mathematics achievement tests and the arithmetic subtest in the Wechsler Intelligence Scale for Children, Jordanian version). DA was found to be beneficial for elementary school boys and girls and to affect their mathematics achievement to the same extent. No group differences were observed between "low" and "high" achievers in their learning potential as revealed by their performance on DA.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Jordan
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children