Focusing specifically on DLLs from Spanish-speaking backgrounds, this brief addresses the question: For which DLLs is it most important to conduct math assessments in the home language? It does so by examining how DLLs who have different levels of English and Spanish language skills relative to one another (i.e., English dominant, balanced bilingual, or Spanish dominant) perform on math assessments administered both in Spanish and English. (author abstract)
Math skills among Spanish-speaking DLLs: Implications for assessment
Description:
Resource Type:
Reports & Papers
Publisher(s):
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
California
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
- You May Also Like
These resources share similarities with the current selection.
Inhibitory control of Spanish-speaking language-minority preschool children: Measurement and association with language, literacy, and math skills
Reports & Papers
Using a teacher rating scale of language and literacy skills with preschool children of English-speaking, Spanish-speaking, and bilingual backgrounds
Reports & Papers
Spanish-speaking preschoolers’ effortful control and their English vocabulary and letter-word skills
Reports & Papers