Dynamic methods are discussed as interactive and process-oriented procedures for nonbiased assessment of communicative competence and language learning potential. Specifically, this study demonstrates the application of mediated learning experience to language assessment. Significant results of the study supported the hypothesis that a task matching young children's socialization better differentiates between nondisabled and language disordered children than a static standardized measure. Dynamic methods were most effective in differentiating nondisabled children from those with possible language disorders.
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