Cho Eunsoo, Compton Donald L, Gilbert Jennifer K, Steacy Laura M, Collins Alyson A, Lindström Esther R
The Meadows Center for Preventing Educational Risk, University of Texas-Austin, USA
Florida Center for Reading Research, Florida State University, Tallahassee, USA.
J Learn Disabil. 2017 Jan;50(1):95-112. doi: 10.1177/0022219415599343. Epub 2015 Aug 28.
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.
单词阅读的动态评估（DA）通过记录学习如何阅读具有不熟悉拼写的单词所需的帮助量，来衡量早期阅读发展的学习潜力。我们在控制自回归效应的同时，检验了DA在预测一年级解码和单词识别发展方面的附加价值。此外，我们还检验了对于语音意识技能较差的学生，DA的预测效度是否会更高。一年级学生（n = 105）在秋季接受了单词阅读、语音意识、快速自动命名和DA的测试，并在春季再次接受了单词阅读测试。一系列有计划的、调节多元回归分析表明，DA在预测单词识别发展方面做出了显著且独特的贡献，超出了自回归因素的影响，尤其是对于语音意识技能较差的学生。对于这些学生，DA解释了一年级末单词识别中3.5%的独特方差，这一方差并非归因于自回归效应。结果表明，DA提供了单词识别技能发展中个体差异的一个重要来源，而仅仅通过传统的静态评估来评估当前的阅读技能水平并不能完全捕捉到这一差异，尤其是对于有阅读障碍风险的学生。
