of the students, which is favorable because of the uselessness of the standardized tests for these students. In the article by Roseberry and Connel it states with students with specific language impairment that there is a clear learning style that is different than normal children. Why is that so? Why do they react confidently with the imitations and negatively to the other? The results of the study showed that the children that were perceived as normal did well and the children perceived as low achieving did not do well at all. Even though there was differences the authors made those seem that there due to misunderstanding of the test or that they had previous knowledge that the morpheme was not real, but that could not be the case. Maybe these students were perceived SLI when they were not and vice versa. Lidz and Penas work gives a model that they say can be adaptable for use by all and is very similar to a school setting with pretest, intervene or teach, and then post-test. This seems the most helpful in assessing if you are the teacher. It is great that it talks in terms of how the learner knows and what the learner knows. A point that was brought up that reminded me about how social interactions are so important and it states that social experiences is an active part of increasing cognitive development. This similar to the ideas that the Shatz text had brought up....
