Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach

Cho, Eunsoo; Compton, Donald L.; Josol, Cynde K.

doi:10.1007/s11145-019-09984-1

Cited by 18 publications

(35 citation statements)

References 53 publications

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“…Seven studies used dynamic decoding assessments to predict variance in the growth of reading skills, following participants between kindergarten and first grade (Horbach et al, 2015), the beginning to end of first grade (Cho et al, 2017(Cho et al, , 2020, over a 14-week period in first grade (Cho et al, 2014), fall to spring of first grade , and in one case from preschool to third grade (Horbach et al, 2018). Additionally, one study used DA to predict reading gains ten months after an intervention amongst a sample of 7-to 11-year-old children with a dyslexia diagnosis (Aravena et al, 2016), and participants in Cho et al (2014) were those who were shown to be unresponsive to Tier-1 classroom instruction.…”

Section: Decodingmentioning

confidence: 99%

“…Participants were trained to decode nonwords either in a novel orthography (in Mandarin: Cho et al, 2017Cho et al, , 2020in Hebrew: Aravena et al, 2016; in dots and dashes: Horbach et al, 2015Horbach et al, , 2018 or in the same orthography of instruction (English; Cho et al, 2014;. Two studies used the same dynamic test of decoding in which children are taught to apply different strategies for reading nonwords with CVC (vop), CVCe (vope) and CVC(C)ing (vopping) structures (Cho et al, 2014;, and a further two studies adapted this procedure by substituting English letters for Mandarin characters (Cho et al, 2017(Cho et al, , 2020.…”

Section: Decodingmentioning

confidence: 99%

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Dynamic assessment as a predictor of reading development: a systematic review

et al. 2022

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Assessments of reading and reading-related skills which measure acquired knowledge may pose problems for the prediction of future reading performance. Such static measures often result in floor effects in the early stages of reading instruction, and may be particularly inaccurate predictors for children from culturally and linguistically diverse (CLD) backgrounds. Dynamic assessment (DA), in contrast, focuses on learning potential by measuring response to teaching, and may therefore be a less biased form of assessment. We conducted a systematic review of the literature to assess the ability of dynamic measures of reading and related skills to predict variance in the growth of children’s reading skills over time. Seventeen peer-reviewed articles met inclusion criteria, representing 18 studies published between 1992 and 2020. After static predictors were accounted for, dynamic measures of phonological awareness and decoding explained a significant amount of variance in the growth of word reading accuracy (1–21%) and word reading fluency (typically 1–9%), while variance in reading comprehension outcomes was accounted for by dynamic measures of morphological awareness (4–33.4%) and one dynamic decoding assessment (1%). Finally, a single paired-associate nonword learning task predicted 6% unique variance in future nonword reading accuracy and fluency. Results support the ability of DA to tap into variance unexplained by traditional static measures, though no studies explicitly examined the validity of DA for children from CLD backgrounds. We call for future studies of DA of reading to adopt longer developmental windows and assess proximal as well as distal reading outcome measures.

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Section: Decodingmentioning

confidence: 99%

Section: Decodingmentioning

confidence: 99%

Dynamic assessment as a predictor of reading development: a systematic review

et al. 2022

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“…According to Poehner et al. (2015) , computerized intervention hints are gradually constructed from implicit to explicit and they serve as gauging readers' ability to respond correctly to current implicit and future explicit mediations ( Cho et al., 2020 ). C-DA uses pre-determined hints to unveil the in-depth learners' ability ( Bakhoda and Shabani, 2019a , 2019b ; Tzuriel and Shamir, 2002 ).…”

Section: Review Of the Literaturementioning

confidence: 99%

Developing and using hints in computerized dynamic assessment of a TOEFL iBT reading exam

Hidri

Roud

2020

Heliyon

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This study investigated the impacts of computerized dynamic assessment (C-DA) on a TOEFL iBT reading exam among 185 upper-intermediate EFL Iranian learners. The exam included five question types: Vocabulary, detail, negative fact, purpose, and inference items whose answers yielded three types of scores: Actual, mediated, and learning potential. Results indicated statistically significant differences between actual and mediated scores with various reading ability levels in using hints in the question types. Even though C-DA improved the scores in the mediated test items and resulted in significant correlations, there was no empirical evidence that C-DA was conducive to a comprehensive diagnosis of the ability in the Zone of Actual Development (ZAD). The study had direct pedagogical and methodological implications by suggesting more individualized and, accordingly, more effective mediation to learners, such as the interactionist approach.

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“…This permits differentiation between poor performances of students due to lack of prior learning opportunities (false positive) from learning deficits (true positive). In fact, DA has been shown to improve the precision of early identification of risk for LD (Cho et al, 2014(Cho et al, , 2020Compton et al, 2010;Gellert & Elbro, 2018;O'Connor & Jenkins, 1999;Petersen et al, 2018;Seethaler et al, 2012).…”

Section: Dynamic Assessmentmentioning

confidence: 99%

Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?

et al. 2020

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We examined dynamic assessment’s (DA’s) added value over traditional assessments for identifying Spanish-speaking English learners’ (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL’s language dominance. At the start of first grade, ELs ( N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathematics measures and domain-general (language, reasoning) measures in English, and completed DA in their assigned language condition. At year’s end, they were assessed on calculation and word-problem solving outcomes in English. Results from multigroup path models indicated that Spanish-DA mitigates the impact of ELs’ language dominance on DA performance. Moreover, ELs’ language dominance moderated DA’s predictive validity differentially depending on DA language and type of outcome. Spanish-DA showed higher predictive validity in Spanish-dominant ELs than English-dominant ELs when predicting calculations but not word-problem solving. English-DA was predictive for both outcomes, regardless of ELs’ language dominance.

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Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach

Cited by 18 publications

References 53 publications

Dynamic assessment as a predictor of reading development: a systematic review

Dynamic assessment as a predictor of reading development: a systematic review

Developing and using hints in computerized dynamic assessment of a TOEFL iBT reading exam

Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?

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