University of Leeds, Woodhouse, UK.
University of Copenhagen, Denmark.
J Learn Disabil. 2023 Nov-Dec;56(6):423-439. doi: 10.1177/00222194221117510. Epub 2022 Aug 25.
Traditional static tests of reading and reading-related skills offer some ability to predict future reading performance, though such screeners may misclassify children with or at risk of reading disorder (RD). Dynamic assessment (DA) is an alternative approach that measures learning potential and may be less dependent on learning background. A systematic review was carried out to examine the ability of DA to classify children with or at risk of RD. A database search yielded 14 eligible articles assessing DA of decoding, phonological awareness (PA), and working memory (WM). Results suggest that DA explains unique variance in the prediction of later RD status, and although models with a single dynamic predictor sometimes achieved good classification accuracy, this was enhanced somewhat by the addition of static predictors. Higher classification accuracy was found for DA targeting constructs more proximal to reading, particularly decoding, but the predictive power of DA of decoding and PA appeared to wane with increasing age as static measures explained more variance in outcomes. Some evidence emerged that DA provides benefits over static tests for the prediction of RD in bilingual students, though no studies examined outcomes by administration format or orthographic depth. Limitations and suggestions for future work are discussed.
传统的阅读和阅读相关技能的静态测试可以在一定程度上预测未来的阅读表现，但这类筛选器可能会错误分类有阅读障碍（RD）或有阅读障碍风险的儿童。动态评估（DA）是一种替代方法，它可以衡量学习潜力，并且可能较少依赖学习背景。进行了一项系统评价，以检查 DA 区分有或有 RD 风险的儿童的能力。数据库搜索产生了 14 篇评估解码、语音意识（PA）和工作记忆（WM）的 DA 的合格文章。结果表明，DA 可以解释对后期 RD 状态预测的独特差异，虽然具有单一动态预测因子的模型有时可以达到良好的分类准确性，但通过添加静态预测因子，准确性略有提高。针对与阅读更接近的结构的 DA 发现了更高的分类准确性，特别是解码，但随着静态测量解释结果的变化越来越大，DA 解码和 PA 的预测能力似乎有所减弱。有证据表明，DA 在预测双语学生的 RD 方面优于静态测试，但没有研究根据管理格式或正字法深度检查结果。讨论了局限性和对未来工作的建议。
