Dynamic and Conventional Testing of Reading and Writing in Typically Developing Children and Children Diagnosed with Dyslexia
Journal of School and Educational Psychology,
Vol. 5 No. 1 (2025),
10 April 2025
,
Page 1-17
https://doi.org/10.47602/josep.v5i1.68
Abstract
This study aimed to evaluate the effectiveness of a dynamic reading and writing test in typically developing children and children diagnosed with dyslexia. In addition, this study analysed the patterns of relations between the dynamic reading and writing test with conventional tests of reading, writing and intelligence. A pre-test-training-post-test design was employed with a control condition (n = 37) receiving training after the post-test and an experimental condition (n = 43) receiving training after the pre-test. During training, children engaged in dynamic reading and writing tasks under the guidance of an adult. The training process involved visual materials and verbal explanations to enhance learning and comprehension. Generally, both typically developing children and children diagnosed with dyslexia showed equal levels of improvement from the pre-test to the post-test. Specifically, the experimental group demonstrated a training effect in the Prosodic Awareness subtest. Moreover, the dynamic reading and writing measures were associated with the conventional reading and spelling measures and intelligence. Implications for education and clinical dyslexia interventions are discussed.
- dynamic testing
- reading
- writing
- dylexia
- training
How to Cite
References
Aravena, S., Tijms, J., Snellings, P., & van der Molen, M. W. (2017). Predicting individual
differences in reading and spelling skills with artificial script–based letter–speech sound training. Journal of Learning Disabilities, 51(6), 552–564.
https://doi.org/10.1177/0022219417715407
Berninger, V., & Richards, T. (2010). Inter-relationships among behavioural markers, genes,
brain and intervention in dyslexia and dysgraphia. Future Neurology, 5(4), 597–617.
https://doi.org/10.2217/fnl.10.22
Bosma, T., & Resing, W. C. M. (2006). Dynamic assessment and a reversal task: a contribution to needs-based assessment. Educational and Child Psychology, 23(3), 81–98. https://doi.org/10.53841/bpsecp.2006.23.3.81
Bridges, M., & Catts, H. W. (2011). The use of a dynamic screening of phonological
awareness to predict risk for reading disabilities in kindergarten children. Journal of Learning Disabilities, 44(4), 330–338. https://doi.org/10.1177/0022219411407863
Brus, B. Th. &Voeten, M.J.M. (2019). Een-Minuut-Test vorm A en B. Verantwoording en
Handleiding (2edruk)[ One Minute Test, form A and B, manual and justification]. Berkhout testmateriaal. Harcourt Test Publishers.
Calero, M. D., Belen, G. M. M., & Robles, M. A. (2011). Learning potential in high
Intelligence children: The contribution of dynamic assessment to the identification of
gifted children. Learning and Individual Differences, 21(2), 176–181.https://doi.org/10.1016/j.lindif.2010.11.025
Cho, E., Compton, D. L., Fuchs, D., Fuchs, L. S., & Bouton, B. (2012). Examining the
predictive validity of a dynamic assessment of decoding to forecast response to tier 2
Intervention. Journal of Learning Disabilities, 47(5), 409–423. https://doi.org/10.1177/0022219412466703
Cho, E., Compton, D. L., & Josol, C. K. (2019). Dynamic assessment as a screening tool for
early identification of reading disabilities: a latent change score approach. Reading and Writing, 33(3), 719–739. https://doi.org/10.1007/s11145-019-09984-1
Dahlin, K. I. E. (2010). Effects of working memory training on reading in children with
special needs. Reading and Writing, 24(4), 479–491. https://doi.org/10.1007/s11145-010-9238-y
Dixon, C., Oxley, E., Nash, H. & Gellert, A. S. (2022). Does dynamic assessment offer an
alternative approach to identifying reading disorder? A systematic review.
Journal of learning disabilities 1-17. https://doi:10.1177/00222194221117510.
Elliott, J., & Resing, W. (2015). Can intelligence testing inform educational intervention for
children with reading disability? Journal of Intelligence, 3(4), 137–157. https://doi.org/10.3390/jintelligence3040137
Fuchs, D., Compton, D. L., Fuchs, L. S., Bouton, B., & Caffrey, E. (2011). The construct and
predictive validity of a dynamic assessment of young children learning to read: Implications for RTI frameworks. Journal of Learning Disabilities, 44(4), 339–347.
https://doi.org/10.1177/0022219411407864
Galuschka, K., Görgen, R., Kalmar, J., Haberstroh, S., Schmalz, X., & Schulte-Körne, G.
(2020). Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist, 55(1), 1–20.
https://doi.org/10.1080/00461520.2019.1659794
Gellert, A. S., & Elbro, C. (2017). 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. Scientific Studies of Reading, 21(4), 277–291. https://doi.org/10.1080/10888438.2017.1287187
Giofrè, D., & Cornoldi, C. (2015). The structure of intelligence in children with specific
learning disabilities is different as compared to typically development children. Intelligence, 52, 36–43. https://doi.org/10.1016/j.intell.2015.07.002
Grob, A., Hagmann-von Arx, P. (2018). IDS-2 Intelligentie en ontwikkelingschalen voor
kinderen en jongeren [IDS-2 Intelligence and developmental scales for children and young people], Nederlandse bewerking door Ruit, S, Timmerman, M & Visser, L.
Kort, W., Bos, K.P. van den, Spelberg, H.C. Lutje, Wild, S. van der, Schittekatte, M.,Vermeir G. & Verhaeghe, P. (2005). Dyslexie Screening Test, DST-Nl. Handleiding [Dyslexia screeningtest, DST-NL. Manual]. Harcourt Test Publishers.
Lyon, G. R., Shaywitz, S. E., &Shaywitz, B. A. (2003). A definition of dyslexia. Annals of
Dyslexia, 53(1), 1–14. https://doi.org/10.1007/s11881-003-0001-9
Lyster, S. H., Snowling, M. J., Hulme, C., & Lervåg, A. (2020). Preschool phonological, morphological and semantic skills explain it all: following reading development through a 9‐year period. Journal of Research in Reading, 44(1), 175–188. https://doi.org/10.1111/1467-9817.12312
Mata, S., van Geert, P., & van der Aalsvoort, G. (2017). Scaffolding young children: The
utility of mediation in a classification Test. Electronic Journal of Research in Education Psychology, 15(42), 441–466. https://doi.org/10.25115/ejrep.42.16117
Mata, S., & Serrano, F. (2019). EPALE: Test de evaluación del potencial de aprendizaje para
la lecto-escritura [Assessment test of learning potential for reading and writing]. Editorial Universidad de Granada
Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in
learning to read: A meta-analytic review. Psychological Bulletin, 138(2), 322–352.
https://doi.org/10.1037/a0026744
Motallebzadeh, K., & Tabatabaee Yazdi, M. (2016). The relationship between EFL learners'
reading comprehension ability and their fluid intelligence, crystallised intelligence, and processing speed. Cogent Education, 3(1), 1228733. https://doi.org/10.1080/2331186x.2016.1228733
Navarro, J. J., & Lara, L. (2017). Dynamic assessment of reading difficulties: Predictive and
incremental validity on attitude toward reading and the use of dialogue/participation strategies in classroom activities. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00173
Navarro, J. J., & Mora, J. (2011). Analysis of the implementation of a dynamic assessment
device of processes involved in reading with learning-disabled children. Learning and
Individual Differences, 21(2), 168–175. https://doi.org/10.1016/j.lindif.2010.11.008
Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta-analysis on the relation between
fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189–236. https://doi.org/10.1037/bul0000182
Perfetti, C., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P.
Reitsma (Eds.), Precursors of functional literacy (pp. 189–213). The Netherlands:
John Benjamin.
Peterson, R. L. & Pennington, B. F. (2012). Developmental dyslexia. Lancet, 379, 19972007.
Petersen, D. B., Allen, M. M., & Spencer, T. D. (2014). Predicting reading difficulty in first
grade using dynamic assessment of decoding in early kindergarten. Journal of Learning Disabilities, 49(2), 200–215. https://doi.org/10.1177/0022219414538518
Resing, C. M., Elliott, J. G., & Vogelaar, B. (2020). Assessing potential for learning in School
children. Oxford Research Encyclopedia of Education.
Resing, W. C., Bakker, M., Elliott, J. G., & Vogelaar, B. (2019). Dynamic testing: Can a
robot as tutor be of help in assessing children's potential for learning? Journal of Computer Assisted Learning, 35(4), 540–554. https://doi.org/10.1111/jcal.12358
Resing, W. C. M., & Elliott, J. G. (2010). Dynamic testing with tangible electronics:
Measuring children's change in strategy use with a series completion task. British Journal of Educational Psychology, 81(4), 579–605. https://doi.org/10.1348/2044-8279.002006
Ruiter, S. A. J., Visser, L., & Timmerman, M. E. (2020). Integratieve diagnostiek met de
Intelligence and Development Scales-2 (IDS-2). [Integrative diagnostics with the intelligence and developmental scales IDS-2] Kind En Adolescent, 41(1), 4–30.
https://doi.org/10.1007/s12453-019-00229-0
Schneider, W.J., & McGrew, K.S. (2018). The Cattell-horn-Carroll theory of cognitive
abilities. In D. P. Flanagan, & E.M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests and issues(pp 73-163) New Haven, CT: Guilford.
Serrano, F., &Defior, S. (2008). Dyslexia speed difficulties in a transparent orthography.
Annals of Dyslexia, 58(1), 81–95. https://doi.org/10.1007/s11881-008-0013-6
Serrano, F. (2015). Intervención logopédica en problemas de lectura y escritura. EditorialTécnica Avicam.
Serrano, F., Sánchez, J. B., & Olmedo, M. G. (2016). Galexia; Evidience-based software for intervention in reading fluency and comprehension. Inted proceedings. https://doi.org/10.21125/inted.2016.1419
Snowling, M. J. (2012). Early identification and interventions for dyslexia: a contemporary
view. Journal of Research in Special Educational Needs, 13(1), 7–14.
https://doi.org/10.1111/j.1471-3802.2012.01262.x
Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: past,
present and future. Oxford Review of Education, 46(4), 501–513.
https://doi.org/10.1080/03054985.2020.1765756
Stuebing, K. K., Fletcher, J. M., LeDoux, J. M., Lyon, G. R., Shaywitz, S. E., &Shaywitz, B.
A. (2002). Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39(2), 469–518.
https://doi.org/10.3102/00028312039002469
Tijms, J., De Bree, E.H., Bonte, M., De Jong, P.F., Loykens, E., Reij, R. (2021). Protocol Dyslexie Diagnostiek en Behandeling- versie 3.0. [Protocol for dyslexia diagnostics and intervention version 3.0] Nederlands kwaliteitsinstituut Dyslexie (NKD).
Tzuriel, D. (2011). Revealing the effects of cognitive education programmes through dynamic
assessment. Assessment in Education: Principles, Policy & Practice, 18(2), 113–131.
https://doi.org/10.1080/0969594x.2011.567110
Van den Bos, K.P. , Lutje Spelberg, H.C., Scheepstra, A.J.M. & Vries, J.R. de. (2019 De
Klepel. Vorm A en B. Verantwoording, Handleiding, Diagnostiek en Behandeling. [Klepel, form A and B, accountability, manual, diagnostics and treatment.] Harcourt Test Publishers.
Veerbeek, J., Vogelaar, B., Verhaegh, J., &Resing, W. C. (2019). Process assessment in
dynamic testing using electronic tangibles. Journal of Computer Assisted Learning, 35(1), 127–142. https://doi.org/10.1111/jcal.12318
Vogelaar, B., Bakker, M., Hoogeveen, L., &Resing, W. C. M. (2017). Dynamic testing of
gifted and average-ability children's analogy problem solving: Does executive functioning play a role? Psychology in the Schools, 54(8), 837–851. https://doi.org/10.1002/pits.22032
Vogelaar, B., Veerbeek, J., Splinter, S. E., & Resing, W. C. M. (2020b). Computerised dynamic testing of children’s potential for reasoning by analogy: the role of executive functioning. Journal of Computer Assisted Learning, 37(3), 632–644. https://doi.org/10.1111/jcal.12512
Vygotsky, L. S. (1980). Mind in Society. University Press.
Werth, R. (2018). Rapid improvement of reading results in children with dyslexia by
altering the reading strategy: A novel approach to diagnoses and therapy of reading deficiencies. Restorative Neurology and Neuroscience, 36(6), 679–691. https://doi.org/10.3233/rnn-180829
Yang, L., Li, C., Li, X., Zhai, M., An, Q., Zhang, Y., Zhao, J., & Weng, X. (2022). Prevalence
of developmental dyslexia in primary school children: A systematic review and meta-analysis. Brain Sciences, 12(2), 240. https://doi.org/10.3390/brainsci12020240
Zarić, J., Hasselhorn, M., & Nagler, T. (2020). Orthographic knowledge predicts reading and
spelling skills over and above general intelligence and phonological awareness. European Journal of Psychology of Education, 36(1), 21–43. https://doi.org/10.1007/s10212-020-004647
- Abstract Viewed: 156 times
- PDF Downloaded: 83 times