Dynamic Writing Assessment for Students with
Language Learning Disabilities: Implications for English Language Learners
Louise C. Wilkinson
Rutgers, The State University of New Jersey
(lwilkin@rci.rutgers.edu)
and
Elaine R. Silliman
University of South Florida
(silliman@ chuma1.cas.usf.edu)
1999 CRESST National Conference
Benchmarks for Accountability: Are We There Yet?
Sponsored by the National Center for Research on Evaluation, Standards, and Student Testing
University of California-Los Angeles
September 16, 1999
Randy
- Unintelligible oral language production
- Incorrect usage of compound predicates and subordinate clauses in standardized assessment of oral language production
- Morphological violations in written language
- Spelling and punctuation errors in written language
- Difficulties in maintaining peer relationships
- Limited in quantity and quality of production of persuasive texts (written language)
Multilevel Evaluation of Text
- Text Level: Genre Knowledge
- Organization
- Argument structure
- Audience differentiation
- Syntactic Differentiation
- Clausal complexity
- Non-clausal complexity
Summary and Implications
- Interdependencies
- Sources of Language Learning Problems
- Collaborative Intervention in the Classroom
- Adaptation for English Language Learners