@misc{10481/87189,
year = {2013},
url = {https://hdl.handle.net/10481/87189},
abstract = {The objective of this study was to test the usefulness of dynamic assessment for determining cognitive
abilities such as classification, auditory and visual memory, pattern sequences, perspective
taking, verbal planning, learning potential, andmetacognition in immigrant preschool childrenwith
and without competence in the dominant language (Spanish). One hundred seventy-six preschoolchildren
were distributed in three groups according to the cultural background of their parents
(native Spanish/Spanish-speaking immigrants/non-Spanish speaking immigrants). The children
were assessed by means of the K-BIT, the Application of Cognitive Functions Scale (ACFS), and
metacognition, language competence and academic performance estimates. The results show that
although there are initial differences in execution between the two groups (Spanish/immigrants),
there are no differences with regard to learning potential. The study also demonstrates the importance
of behavioral, attitudinal, and metacognitive variables in children’s test execution and
academic performance. C},
publisher = {Wiley},
title = {Learning potential assessment and adaptation to the educational context: the usefulness of the acfs for assessing immigrant preschool children},
doi = {10.1002/pits.21701},
author = {Calero García, María Dolores and Mata Sierra, Sara and Carles, Rosario and Vives Montero, María del Carmen and López-Rubio, Sonia and Fernández Parra, Antonio and Navarro González, Elena},
}