Does Dynamic Assessment Offer an Alternative Approach to Identifying Reading Disorder? A Systematic Review

Autor/inn/en	Dixon, Chris; Oxley, Emily; Nash, Hannah; Gellert, Anna Steenberg
Titel	Does Dynamic Assessment Offer an Alternative Approach to Identifying Reading Disorder? A Systematic Review
Quelle	In: Journal of Learning Disabilities, 56 (2023) 6, S.423-439 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dixon, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194221117510
Schlagwörter	Evaluation Methods; Identification; Reading Difficulties; Literature Reviews; Computer Assisted Testing; At Risk Students; Reading Tests; Decoding (Reading); Phonological Awareness; Short Term Memory; Predictor Variables + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Reading difficulty; Leseschwierigkeit; Lesetest; Dekodierung; Kurzzeitgedächtnis; Prädiktor
Abstract	Traditional static tests of reading and reading-related skills offer some ability to predict future reading performance, though such screeners may misclassify children with or at risk of reading disorder (RD). Dynamic assessment (DA) is an alternative approach that measures learning potential and may be less dependent on learning background. A systematic review was carried out to examine the ability of DA to classify children with or at risk of RD. A database search yielded 14 eligible articles assessing DA of decoding, phonological awareness (PA), and working memory (WM). Results suggest that DA explains unique variance in the prediction of later RD status, and although models with a single dynamic predictor sometimes achieved good classification accuracy, this was enhanced somewhat by the addition of static predictors. Higher classification accuracy was found for DA targeting constructs more proximal to reading, particularly decoding, but the predictive power of DA of decoding and PA appeared to wane with increasing age as static measures explained more variance in outcomes. Some evidence emerged that DA provides benefits over static tests for the prediction of RD in bilingual students, though no studies examined outcomes by administration format or orthographic depth. Limitations and suggestions for future work are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01