Year-Long Balanced Reading/Writing Tutorial: A Design Experiment Used for Dynamic Assessment

Sylvia P. Abbott · Virginia Wise Berninger

44 citations0/0 files storedLearning Disability Quarterly

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Reading and Literacy Development Behavioral and Psychological Studies Educational and Psychological Assessments

Abstract

Sixteen children referred for severe reading problems in first grade participated in a year-long individual tutorial. The tutorial, which was designed to bring children up to expected level based on ability and grade in reading and writing, lasted from the end of first grade to the end of second grade. Growth curve analyses for the group on measures of orthographic and phonological coding, word identification of real words, word attack of pseudowords, reading comprehension, letter automaticity, and spelling showed that gains were significantly greater than chance. Growth curves for the group were marginally significant for written composition. Individual subject analysis revealed that most children were treatment responders (i.e., growth significantly greater than chance) on most of the measures and all reached expected levels, based on ability or grade, on some of the measures. Results have implications for analysis of response to intervention in reading and writing as a form of dynamic assessment.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 44 citations exist upstream.

References

1978Mind in Society: The Development of Higher Psychological Processes 1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.1992Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings 1987The nature of phonological processing and its causal role in the acquisition of reading skills.1990Beginning to read: thinking and learning about print 1988Learning to read and write: A longitudinal study of 54 children from first through fourth grades.1994Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study.1987Wide Range Achievement Test-Revised

Cited by

2005Effectiveness of a Community-Based Advocacy and Learning Program for Hmong Refugees 2008Identifying and Predicting Classes of Response to Explicit Phonological Spelling Instruction During Independent Composing 2008An examination of predictive bias for second grade reading outcomes from measures of early literacy skills in kindergarten with respect to English-language learners and ethnic subgroups.2000

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.