Dixon, C orcid.org/0000-0002-5125-2107, Oxley, E, Gellert, AS et al. (1 more author) (2023) Dynamic assessment as a predictor of reading development: a systematic review. Reading and Writing, 36. pp. 673-698. ISSN 0922-4777
Abstract
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.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © The Author(s) 2022. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
Keywords: | Dynamic assessment; Systematic review; Prediction; Decoding; Comprehension |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) |
Funding Information: | Funder Grant number Nuffield Foundation EDO/43441 |
Depositing User: | Symplectic Publications |
Date Deposited: | 15 Jul 2022 11:59 |
Last Modified: | 27 Jul 2023 13:56 |
Published Version: | https://link.springer.com/article/10.1007/s11145-0... |
Status: | Published |
Publisher: | Springer |
Identification Number: | 10.1007/s11145-022-10312-3 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:189041 |
Download
Filename: Dynamic assessment as a predictor of reading development a systematic review.pdf
Licence: CC-BY 4.0