Nash, H. orcid.org/0000-0002-4357-945X, Dixon, C. orcid.org/0000-0002-5125-2107, Clarke, P. orcid.org/0000-0002-2541-7051 et al. (3 more authors) (2024) Dynamic assessment of word learning as a predictor of vocabulary, reading comprehension and risk status for the poor comprehender reading profile. Reading and Writing. pp. 1-27. ISSN 0922-4777
Abstract
The Poor Comprehender (PC) reading profile is characterised by difficulty comprehending text despite age-appropriate decoding skills. Risk for this profile is typically identified through static screening instruments measuring pre-existing knowledge, which may produce biased estimates for culturally and linguistically diverse children. In contrast, Dynamic Assessment (DA) measures potential to learn new knowledge and has been shown to reduce bias in screening. To date, however, DA has not been used to identify PC reading profile risk status. Adopting a longitudinal design, we used an adapted DA of word learning to measure growth in vocabulary and reading comprehension among a diverse sample of 322 primary school children (aged 9 years at the first time point) in England over a period of 16-19 months, and to classify later PC reading profile risk status. Two separate factor scores representing phonological and semantic aspects of word learning predicted unique variance in the growth of vocabulary knowledge and reading comprehension after accounting for traditional static predictors. The DA of word learning achieved excellent classification accuracy for identifying poor comprehenders, identifying all of the poor comprehenders with EAL when added to the static assessments. Results suggest that DA of word learning may be a promising tool in screening for the PC reading profile, particularly for EAL pupils, ensuring that the risk of reading comprehension difficulties does not go unidentified in such learners.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author(s) 2024. 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; Vocabulary; Reading comprehension impairment |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 13 Dec 2024 17:09 |
Last Modified: | 13 Dec 2024 17:09 |
Status: | Published online |
Publisher: | Springer Science and Business Media LLC |
Refereed: | Yes |
Identification Number: | 10.1007/s11145-024-10603-x |
Related URLs: | |
Sustainable Development Goals: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:220799 |