Dynamic Assessment for Literacy: Utility in Children With Difficulties of Different Socioeconomic Status

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Dyslexia Pub Date : 2025-03-14 DOI:10.1002/dys.70002
Sara Mata, Isabel Monte-Tablada, Bart Vogelaar, Francisca Serrano
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Abstract

Although children who grow up in a low socioeconomic situation present deficits in literacy skills, the present research aimed to shed light on the skills they possess and how detecting them can help improve their development. A total of 439 children were analysed for their literacy skills, learning potential in reading- and writing-related skills as determined by dynamic assessment methodology, and behaviour during the test situation. Participants belonged to three groups: children with socioeconomic disadvantage, children with literacy difficulties and children with typical development. Results showed that children with socioeconomic disadvantage and those with literacy difficulties showed similar results in traditional reading and writing tests. Nonetheless, children with socioeconomic disadvantage showed higher learning potential in these skills than children with literacy difficulties. This result supports the accuracy of dynamic assessment for classification. In addition, the behavioural profile in a test situation differed between the groups. The study conclusions relate to the importance of developing intervention programmes in reading and writing skills for children at risk of learning difficulties, considering not only their initial level but also their learning potential and behavioural profiles.

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虽然在社会经济地位低下的环境中成长的儿童在识字能力方面存在缺陷,但本研究旨在揭示他们所拥有的能力,以及发现这些能力如何有助于改善他们的发展。本研究共对 439 名儿童的识字技能、动态评估法测定的读写相关技能的学习潜力以及在测试情境中的行为进行了分析。参与者分为三组:社会经济弱势儿童、识字困难儿童和发育正常儿童。结果显示,社会经济弱势儿童和有读写困难的儿童在传统的阅读和写作测试中表现出相似的结果。然而,社会经济弱势儿童在这些技能方面的学习潜力要高于有读写困难的儿童。这一结果证明了动态评估分类的准确性。此外,两组儿童在测试情境中的行为特征也有所不同。研究结论表明,为有学习困难风险的儿童制定读写技能干预计划非常重要,不仅要考虑到他们的初始水平,还要考虑到他们的学习潜力和行为特征。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
期刊最新文献
Second Language Teachers' Knowledge and Beliefs About Dyslexia: Turkish Context Issue Information Dynamic Assessment for Literacy: Utility in Children With Difficulties of Different Socioeconomic Status Investigating Reading Enjoyment in Adults With Dyslexia Towards a Consensus for Dyslexia Practice: Findings of a Delphi Study on Assessment and Identification
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