Supporting Students With Language Learning Disabilities: Bridging Student and Curriculum Assessment Recommended assessment of students with language learning disabilities (LLD) often takes both an inside-out approach (which considers the students’ cognitive and linguistic knowledge and skills) and an outside-in approach (which considers the cognitive and linguistic content demands of the curriculum) (Green, Weade, & Graham, 1988; Nelson, 1992; Silliman & ... Article
Article  |   May 01, 1998
Supporting Students With Language Learning Disabilities: Bridging Student and Curriculum Assessment
Author Affiliations & Notes
  • Carol Westby
    State University, Wichita, KS
    University of New Mexico, Albuquerque, NM
Article Information
Models of Assessment
Article   |   May 01, 1998
Supporting Students With Language Learning Disabilities: Bridging Student and Curriculum Assessment
SIG 1 Perspectives on Language Learning and Education, May 1998, Vol. 5, 8-12. doi:10.1044/lle5.1.8
SIG 1 Perspectives on Language Learning and Education, May 1998, Vol. 5, 8-12. doi:10.1044/lle5.1.8
Recommended assessment of students with language learning disabilities (LLD) often takes both an inside-out approach (which considers the students’ cognitive and linguistic knowledge and skills) and an outside-in approach (which considers the cognitive and linguistic content demands of the curriculum) (Green, Weade, & Graham, 1988; Nelson, 1992; Silliman & Wilkinson, 1991). When there is a discrepancy between the cognitive/linguistic knowledge and skills of the students and the cognitive/linguistic demands of the curriculum, educational personnel have two options:
Usually, some combination of these intervention strategies is used. What is frequently lacking in these strategies, however, is an acknowledgment of the conceptual underpinnings of the cognitive and linguistic skills. Assessment of the conceptual underpinnings provides the bridge that links the assessment of the student with the assessment of the curriculum (see Figure 1).
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