Try a Little Bit of Teaching: A Dynamic Assessment of Word Decoding as a Kindergarten Predictor of Word Reading Difficulties at the End of Grade 1

Anna Steenberg Gellert · Carsten Elbro

29 citations0/0 files storedScientific Studies of Reading

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Reading and Literacy Development Language Development and Disorders Educational and Psychological Assessments

Abstract

The present study examined the construct and predictive validity of a dynamic test of decoding. In theory, a dynamic test provides a direct measure of potential for learning. In this study, children were taught 3 novel letters and how to blend the sounds of those into new words, then they were tested on different words comprising the 3 letters. The study followed 171 children from kindergarten to the end of Grade 1. The dynamic test was found to add significantly to the longitudinal prediction of word reading difficulties at the end of Grade 1 even after controlling for a wide range of standard predictors. The dynamic test correlated strongly with concurrent measures of early reading, letter knowledge, and phoneme awareness but less strongly with vocabulary and nonverbal intelligence. It is suggested that the dynamic test taps learning of sublexical units and processing essential for initial reading development.

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References

2003Foundation literacy acquisition in European orthographies 2003A definition of dyslexia 2018Dynamic Indicators of Basic Early Literacy Skills 1998Predicting Dyslexia From Kindergarten: The Importance of Distinctness of Phonological Representations of Lexical Items 1987Dynamic assessment: An interactional approach to evaluating learning potential.1998Specific Reading Disability: A View of the Spectrum.1998Dynamic testing.1987Linking dynamic assessment with school achievement.

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2018Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction: a longitudinal study from kindergarten through grade 2 2019Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach 2022Dynamic assessment as a predictor of reading development: a systematic review 2018Performance in Sound-Symbol Learning Predicts Reading Performance 3 Years Later

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