Language learning: moving performance from a context-dependent to -i ndependent state

Static and dynamic assessment procedures were used to determine actual and potential levels of functioning for two preschool language-impaired children at the single-word stage of development. The information obtained from both types of assessment was used to predict the children's onset and rate of correct performance in a context-dependent situation (i.e. treatment) and a context-independent situation (i. e. generalization). Results of this study provide preliminary direction to clinicians as they decide who should receive direct treatment and how best to monitor learning during the therapy process.