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ERIC Number: EJ1122423
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
Development of First-Graders' Word Reading Skills: For Whom Can Dynamic Assessment Tell Us More?
Cho, Eunsoo; Compton, Donald L.; Gilbert, Jennifer K.; Steacy, Laura M.; Collins, Alyson A.; Lindström, Esther R.
Journal of Learning Disabilities, v50 n1 p95-112 Jan-Feb 2017
Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students (n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test
IES Funded: Yes
Grant or Contract Numbers: R305F100013; R324G060036; R305A100034; HD15052; TR000445