Evaluating dynamic assessment and processing-dependent procedures in the differentiation of language difference and language disorder in culturally and linguistically diverse populations

This investigation examined the use of dynamic assessment and processing-dependent procedures in differentiating between language difference and language disorder in culturally and linguistically diverse populations. The methods which this investigation focused on included test-teach-retest and the use of a nonword repetition task. The results indicated that dynamic assessment measures provided greater diagnostic classification accuracy than that of processing-dependent measures, at least in terms of a nonword repetition task. These results suggest that dynamic assessment is the best measure available to reduce the number of culturally and linguistically diverse individuals who are incorrectly identified as language disordered.