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The rationale and methods for conducting curriculum-based language assessment and intervention are discussed. Such procedures involve the use of curriculum content and contexts for measuring a student's intervention needs and progress in such a way that they are relevant to the academic setting. Five kinds of curriculum are presented. Techniques are then described for addressing assessment questions related to the language demands of curriculum and a student's current abilities. A framework for managing the complexities of school language is used to outline assessment and intervention needs as they relate to modifying students' abilities and the curriculum. In the final section, selection of a service delivery model and individualized intervention targets are discussed.
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Nickola Wolf Nelson (1989) studied this question.
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