Florida State University and Florida Center for Reading Research, Tallahassee, FL, USA.
J Learn Disabil. 2011 Jul-Aug;44(4):313-21. doi: 10.1177/0022219411407861. Epub 2011 Jun 17.
The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be assessed using standard assessment procedures, provided the items require processing units larger than the individual phoneme. No advantage was found in reliability or validity for either dynamic assessment condition relative to the standard assessment condition. Dynamic assessment does not appear to improve reliability or validity of phonological awareness assessments when preschool children are given tasks that they can perform using standard administration procedures.
本研究的目的是比较两种动态评估形式和标准评估形式对学龄前儿童语音意识的评估。第一种动态评估形式是一种支架形式，其中项目格式根据错误进行修改，以使任务更容易或更明确。第二种动态评估形式是对语音意识任务的直接指导。结果表明，只要项目需要处理的单位大于单个音素，就可以使用标准评估程序来评估学龄前儿童的语音意识。在与标准评估条件相比时，两种动态评估条件在可靠性或有效性方面都没有优势。当给予学龄前儿童可以使用标准管理程序执行的任务时，动态评估似乎不会提高语音意识评估的可靠性或有效性。
