Abstract
This study examined the use of dynamic mediation procedures for assessing language modifiability of bilingual students with a previous history of learning disabilities. Pre- and post-mediation measures included students' language scores as well as behavioral observations of language learning and modifiability during mediation. The investigation also explored the use of a qualitative approach describing students' response attempts pre- and post-mediation. Results indicated significant improvement in students' language scores as well as significant changes in the quality of their responses after mediation. The dynamic procedures proved useful in describing their language learning needs and responsiveness to intervention.
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