1
|
Bonte M, Brem S. Unraveling individual differences in learning potential: A dynamic framework for the case of reading development. Dev Cogn Neurosci 2024; 66:101362. [PMID: 38447471 PMCID: PMC10925938 DOI: 10.1016/j.dcn.2024.101362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Revised: 02/02/2024] [Accepted: 03/01/2024] [Indexed: 03/08/2024] Open
Abstract
Children show an enormous capacity to learn during development, but with large individual differences in the time course and trajectory of learning and the achieved skill level. Recent progress in developmental sciences has shown the contribution of a multitude of factors including genetic variation, brain plasticity, socio-cultural context and learning experiences to individual development. These factors interact in a complex manner, producing children's idiosyncratic and heterogeneous learning paths. Despite an increasing recognition of these intricate dynamics, current research on the development of culturally acquired skills such as reading still has a typical focus on snapshots of children's performance at discrete points in time. Here we argue that this 'static' approach is often insufficient and limits advancements in the prediction and mechanistic understanding of individual differences in learning capacity. We present a dynamic framework which highlights the importance of capturing short-term trajectories during learning across multiple stages and processes as a proxy for long-term development on the example of reading. This framework will help explain relevant variability in children's learning paths and outcomes and fosters new perspectives and approaches to study how children develop and learn.
Collapse
Affiliation(s)
- Milene Bonte
- Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, the Netherlands.
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; URPP Adaptive Brain Circuits in Development and Learning (AdaBD), University of Zurich, Zurich, Switzerland
| |
Collapse
|
2
|
Guerra G, Tijms J, Tierney A, Vaessen A, Dick F, Bonte M. Auditory attention influences trajectories of symbol-speech sound learning in children with and without dyslexia. J Exp Child Psychol 2024; 237:105761. [PMID: 37666181 DOI: 10.1016/j.jecp.2023.105761] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 07/25/2023] [Accepted: 07/27/2023] [Indexed: 09/06/2023]
Abstract
The acquisition of letter-speech sound correspondences is a fundamental process underlying reading development, one that could be influenced by several linguistic and domain-general cognitive factors. In the current study, we mimicked the first steps of this process by examining behavioral trajectories of audiovisual associative learning in 110 7- to 12-year-old children with and without dyslexia. Children were asked to learn the associations between eight novel symbols and native speech sounds in a brief training and subsequently read words and pseudowords written in the artificial orthography. We then investigated the influence of auditory attention as one of the putative domain-general factors influencing associative learning. To this aim, we assessed children with experimental measures of auditory sustained selective attention and interference control. Our results showed shallower learning trajectories in children with dyslexia, especially during the later phases of the training blocks. Despite this, children with dyslexia performed similarly to typical readers on the post-training reading tests using the artificial orthography. Better auditory sustained selective attention and interference control skills predicted greater response accuracy during training. Sustained selective attention was also associated with the ability to apply these novel correspondences in the reading tests. Although this result has the limitations of a correlational design, it denotes that poor attentional skills may constitute a risk during the early stages of reading acquisition, when children start to learn letter-speech sound associations. Importantly, our findings underscore the importance of examining dynamics of learning in reading acquisition as well as individual differences in more domain-general attentional factors.
Collapse
Affiliation(s)
- Giada Guerra
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London WC1E 7HX, UK; Maastricht Brain Imaging Center and Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, 6229 ER Maastricht, The Netherlands.
| | - Jurgen Tijms
- RID Institute, Nieuwe Achtergracht 129, 1018 WS Amsterdam, The Netherlands; Rudolf Berlin Center, Department of Psychology, University of Amsterdam, 1018 WT Amsterdam, The Netherlands
| | - Adam Tierney
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London WC1E 7HX, UK
| | - Anniek Vaessen
- RID Institute, Nieuwe Achtergracht 129, 1018 WS Amsterdam, The Netherlands
| | - Frederic Dick
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, London WC1E 7HX, UK; Department of Experimental Psychology, Division of Psychology and Language Sciences, University College London, London WC1H 0AP, UK
| | - Milene Bonte
- Maastricht Brain Imaging Center and Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, 6229 ER Maastricht, The Netherlands
| |
Collapse
|
3
|
Dixon C, Oxley E, Nash H, Gellert AS. Does Dynamic Assessment Offer An Alternative Approach to Identifying Reading Disorder? A Systematic Review. JOURNAL OF LEARNING DISABILITIES 2023; 56:423-439. [PMID: 36017540 DOI: 10.1177/00222194221117510] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
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.
Collapse
|
4
|
Verwimp C, Tijms J, Snellings P, Haslbeck JMB, Wiers RW. A network approach to dyslexia: Mapping the reading network. Dev Psychopathol 2023; 35:1011-1025. [PMID: 34311796 DOI: 10.1017/s0954579421000365] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Research on the etiology of dyslexia typically uses an approach based on a single core deficit, failing to understand how variations in combinations of factors contribute to reading development and how this combination relates to intervention outcome. To fill this gap, this study explored links between 28 cognitive, environmental, and demographic variables related to dyslexia by employing a network analysis using a large clinical database of 1,257 elementary school children. We found two highly connected subparts in the network: one comprising reading fluency and accuracy measures, and one comprising intelligence-related measures. Interestingly, phoneme awareness was functionally related to the controlled and accurate processing of letter-speech sound mappings, whereas rapid automatized naming was more functionally related to the automated convergence of visual and speech information. We found evidence for the contribution of a variety of factors to (a)typical reading development, though associated with different aspects of the reading process. As such, our results contradict prevailing claims that dyslexia is caused by a single core deficit. This study shows how the network approach to psychopathology can be used to study complex interactions within the reading network and discusses future directions for more personalized interventions.
Collapse
Affiliation(s)
- Cara Verwimp
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Rudolf Berlin Center, Amsterdam, The Netherlands
- RID, Amsterdam, The Netherlands
| | - Jurgen Tijms
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Rudolf Berlin Center, Amsterdam, The Netherlands
- RID, Amsterdam, The Netherlands
| | - Patrick Snellings
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Rudolf Berlin Center, Amsterdam, The Netherlands
| | - Jonas M B Haslbeck
- Department of Psychological Methods, University of Amsterdam, Amsterdam, The Netherlands
| | - Reinout W Wiers
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands
| |
Collapse
|
5
|
Verwimp C, Snellings P, Wiers RW, Tijms J. Goal-directedness enhances letter-speech sound learning and consolidation in an unknown orthography. Child Dev 2023. [PMID: 36734297 DOI: 10.1111/cdev.13901] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
This study examined how top-down control influenced letter-speech sound (L-SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, Mage = 106.845 months) learned eight L-SS correspondences, either preceded by goal-directed or implicit instructions. Symbol knowledge and artificial word-reading ability were assessed immediately after learning and on the subsequent day to examine the effect of sleep. Goal-directed children were faster and more efficient in learning a new script and had better learning outcomes compared to children who were not instructed about the goal of the task. This study demonstrates that directing children toward the goal can promote L-SS learning and consolidation, giving insights into how top-down control influences the initial phase of reading acquisition.
Collapse
Affiliation(s)
- Cara Verwimp
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands.,Rudolf Berlin Center, Amsterdam, The Netherlands.,RID, Amsterdam, The Netherlands
| | - Patrick Snellings
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands.,Rudolf Berlin Center, Amsterdam, The Netherlands
| | - Reinout W Wiers
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands
| | - Jurgen Tijms
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands.,Rudolf Berlin Center, Amsterdam, The Netherlands.,RID, Amsterdam, The Netherlands
| |
Collapse
|
6
|
Ebadi S, Goodarzi A. Exploring perceptual learning-style preferences of English language non-gainers in computerized dynamic reading assessment. READING PSYCHOLOGY 2023. [DOI: 10.1080/02702711.2022.2141393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
- Saman Ebadi
- Faculty of Humanities, Razi University, Kermanshah, Iran
| | - Ahmad Goodarzi
- Faculty of Humanities, Razi University, Kermanshah, Iran
| |
Collapse
|
7
|
Verwimp C, Vanden Bempt F, Kellens S, Economou M, Vandermosten M, Wouters J, Ghesquière P, Vanderauwera J. Pre-literacy heterogeneity in Dutch-speaking kindergartners: latent profile analysis. ANNALS OF DYSLEXIA 2020; 70:275-294. [PMID: 33074483 DOI: 10.1007/s11881-020-00207-9] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Accepted: 10/05/2020] [Indexed: 06/11/2023]
Abstract
Research demonstrated that a dyslexia diagnosis is mainly given after the most effective time for intervention has passed, referred to as the dyslexia paradox. Although some pre-reading cognitive measures have been found to be strong predictors of early literacy acquisition, i.e., phonological awareness (PA), letter knowledge (LK), and rapid automatized naming (RAN), more insight in the variability of pre-reading profiles might be of great importance for early identification of children who have an elevated risk for developing dyslexia and to provide tailor-made interventions. To address this issue, this study used a latent profile analysis (LPA) to disentangle different pre-reading profiles in a sample of 1091 Dutch-speaking kindergartners. Four profiles emerged: high performers (16.50%), average performers (40.24%), below-average performers with average IQ (25.57%), and below-average performers with below-average IQ (17.69%). These results suggested two at-risk profiles diverging in IQ, which are presumably more likely to develop dyslexia later on. Although below-average profiles differed significantly in rapid naming and IQ, no clear evidence for the double-deficit theory was found in Dutch-speaking kindergartners. Educational level and reading history of the parents appeared to be predictive for children's classification membership. Our results point towards the heterogeneity that is already present in kindergartners and the possibility to identify at-risk profiles prior to reading instruction, which may be the foundation for earlier targeted interventions. However, more extended research is needed to determine the stability of these profiles across time and across different languages.
Collapse
Affiliation(s)
- Cara Verwimp
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Femke Vanden Bempt
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Silke Kellens
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Maria Economou
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Maaike Vandermosten
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Jan Wouters
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium
| | - Pol Ghesquière
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Jolijn Vanderauwera
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium.
- Research Group ExpORL, Department of Neurosciences, KU Leuven, Leuven, Belgium.
- Psychological Sciences Research Institute, Université Catholique de Louvain, Louvain-la-Neuve, Belgium.
- Institute of Neuroscience, Université Catholique de Louvain, Louvain-la-Neuve, Belgium.
| |
Collapse
|
8
|
Wolter JA, Gibson FE, Slocum TA. A Dynamic Measure of Morphological Awareness and First-Grade Literacy Skill. Lang Speech Hear Serv Sch 2020; 51:617-639. [DOI: 10.1044/2020_lshss-19-00047] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose
The purpose of this feasibility study was to investigate an early dynamic measure of morphological awareness (MA) involving graduated prompts to measure early MA skill and determine whether this task relates to and predicts performance on other language and/or literacy measures in first-grade children with language abilities typically found in the classroom.
Method
In addition to a battery of language and literacy measures, a dynamic assessment of MA was designed and administered to 74 first-grade children with a range of language abilities.
Results
The dynamic measure of MA was found to be valid, reliable, and measured early school–age MA performance for children with typical language and those at risk for developmental language disorder. For children with typical language, the developed dynamic MA measure was related to and predictive of performance on other language and literacy measures above and beyond static phonological and MA measures.
Conclusions
The results provide preliminary support for the use of dynamic assessment to measure MA in first-grade children with a range of language abilities.
Supplemental Material
https://doi.org/10.23641/asha.12591767
Collapse
Affiliation(s)
- Julie A. Wolter
- School of Speech, Language, Hearing, & Occupational Sciences, University of Montana, Missoula
| | - Frances E. Gibson
- Department of Health and Human Performance, Middle Tennessee State University, Murfreesboro
| | - Timothy A. Slocum
- Department of Special Education and Rehabilitation, Utah State University, Logan
| |
Collapse
|
9
|
Krenca K, Gottardo A, Geva E, Chen X. English phonological specificity predicts early French reading difficulty in emerging bilingual children. ANNALS OF DYSLEXIA 2020; 70:27-42. [PMID: 31773486 DOI: 10.1007/s11881-019-00188-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2019] [Accepted: 11/08/2019] [Indexed: 06/10/2023]
Abstract
The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)-French (L2) bilingual Grade 1 children (M = 75.87 months, SD = 3.18) enrolled in an early French immersion program in Canada. Lexical specificity was assessed with a computerized word learning game in which children were taught new English (e.g., "foal" and "sole") and French (e.g., bac "bin" and bague "ring") word pairs contrasted by minimal phonological differences. The results indicated that the dynamic test of lexical specificity in English contributed significantly to the prediction of children's French at-risk reading status at the end of Grade 1 after controlling for French phonological awareness and nonverbal reasoning skills. However, French lexical specificity did not predict children's reading risk classification in French after controlling for French phonological awareness. Thus, it may be feasible to identify at-risk status in emerging bilinguals using dynamic measures in their stronger language.
Collapse
Affiliation(s)
- Klaudia Krenca
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada.
| | - Alexandra Gottardo
- Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario, Canada
| | - Esther Geva
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada
| | - Xi Chen
- Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario, Canada
| |
Collapse
|
10
|
Gutiérrez N, Jiménez JE, de León SC, Seoane RC. Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in Spanish. JOURNAL OF LEARNING DISABILITIES 2019; 53:145-159. [PMID: 31868070 DOI: 10.1177/0022219419893649] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Early identification of learning difficulties is a critical component of the Response to Intervention (RtI) model. In kindergarten, the screening of foundational reading skills can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary school. This study examines the classification accuracy and best predictors of a set of Spanish curriculum-based measures administered during kindergarten. The study's sample included 189 students tested in the fall, winter, and spring. Receiver operating characteristic (ROC) analysis was conducted. The composite score of the curriculum-based measurement (CBM) revealed area under the ROC curve (AUC) values of 0.83, 0.97, and 0.94 in the fall, winter, and spring, respectively. Phonemic awareness and letter-sound knowledge were the only isolated measures that demonstrated excellent AUC values throughout kindergarten. Logistic regression models showed that, when entered simultaneously, all measures were significant predictors of reading risk at some moment of the school year.
Collapse
|
11
|
Akbari E, Ebadi A, Kamali M, Amiri Shavaki Y, Dastjerdi Kazemi M. Developing a Persian test battery of prereading skills for screening Preschool-aged children. Med J Islam Repub Iran 2019; 33:81. [PMID: 31696075 PMCID: PMC6825371 DOI: 10.34171/mjiri.33.81] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2017] [Indexed: 11/21/2022] Open
Abstract
Background: The lack of screening test battery has made it difficult for early identification and intervention of Persian-speaking children with risk of reading problems prior to formal education. The purpose of this study was to develop and introduce a Persian prereading test battery based on the multidimensional reading perspective for screening preschool children. Methods: First, the predicators of reading skill and dyslexia along with the subscales of each predictor were identified through literature review and holding expert's panel. The batteries of tests were performed on 48 typically-developing children (5.6-6.6 years old) selected using the random (cluster) method. The Pearson correlation coefficient, item analysis and then reliability were measured. Results: The 5-component test battery with 8 subtests was formed. Findings indicated there were moderate and significant correlations between subtests (all r>0.4, p<0.001). Internal consistency reliability for the subscales was 0.51 to 0.89. Conclusion: The Persian test battery of prereading skills including phonological awareness, identification of first and closing phonemes, visual discrimination skill, rapid automatic naming and phonological working memory may identify children who are at risk. A longitudinal study is warranted to evaluate its detailed psychometric properties.
Collapse
Affiliation(s)
- Elaheh Akbari
- Department of Speech & Language Pathology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Abbas Ebadi
- Behavioral Sciences Research Center, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
| | - Mohammad Kamali
- Department of Rehabilitation Basic Sciences, School of Rehabilitation Sciences, Iran University of Medical Science, Tehran, Iran
| | - Yoones Amiri Shavaki
- Department of Speech & Language Pathology, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
| | - Mehdi Dastjerdi Kazemi
- Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
| |
Collapse
|
12
|
Petersen DB, Gragg SL, Spencer TD. Predicting Reading Problems 6 Years Into the Future: Dynamic Assessment Reduces Bias and Increases Classification Accuracy. Lang Speech Hear Serv Sch 2018; 49:875-888. [DOI: 10.1044/2018_lshss-dyslc-18-0021] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2018] [Accepted: 07/09/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose
The purpose of this study was to examine how well a kindergarten dynamic assessment of decoding predicts future reading difficulty at 2nd, 3rd, 4th, and 5th grade and to determine whether the dynamic assessment improves the predictive validity of traditional static kindergarten reading measures.
Method
With a small variation in sample size by grade, approximately 370 Caucasian and Hispanic students were administered a 3-min dynamic assessment of decoding and static measures of letter identification and phonemic awareness at the beginning of kindergarten. Oral reading fluency was then assessed at the end of Grades 2–5. In this prospective, longitudinal study, predictive validity was estimated for the Caucasian and Hispanic students by examining the amount of variance the static and dynamic assessments explained and by referring to area under the curve and sensitivity and specificity values.
Results
The dynamic assessment accounted for variance in reading ability over and above the static measures, with fair to good area under the curve values and sensitivity and specificity. Classification accuracy worsened when the static measures were included as predictor measures. The results of this study indicate that a very brief dynamic assessment can predict with approximately 75%–80% accuracy, which kindergarten students will have difficulty in learning to decode up to 6 years into the future.
Conclusions
Dynamic assessment of decoding is a promising approach to identifying future reading difficulty of young kindergarten students, mitigating the cultural and linguistic bias found in traditional static early reading measures.
Collapse
Affiliation(s)
| | - Shelbi L. Gragg
- Sweetwater County Child Development Center, Rock Springs, WY
| | - Trina D. Spencer
- Department of Child and Family Studies, University of South Florida, Tampa
| |
Collapse
|
13
|
Navarro JJ, Mourgues-Codern C, Guzmán E, Rodríguez-Ortiz IR, Conejo R, Sánchez-Gutiérrez C, de la Fuente J, Martella D, Saracostti M. Integrating Curriculum-Based Dynamic Assessment in Computerized Adaptive Testing: Development and Predictive Validity of the EDPL-BAI Battery on Reading Competence. Front Psychol 2018; 9:1492. [PMID: 30233442 PMCID: PMC6127628 DOI: 10.3389/fpsyg.2018.01492] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2018] [Accepted: 07/30/2018] [Indexed: 11/18/2022] Open
Abstract
In recent decades there have been significant changes in the conceptualization of reading as well as in the perception of how this activity should be assessed. Interest in the analysis of reading processes has led to the emergence of new explanatory models based primarily on the contributions of cognitive psychology. In parallel, there have been notable advances in measurement procedures, especially in models based on Item Response Theory (IRT), as well as in the capacity and performance of specific software programs that allow data to be managed and analyzed. These changes have contributed significantly to the rise of testing procedures such as computerized adaptive tests (CATs), whose fundamental characteristic is that the sequence of items presented in the tests is adapted to the level of competence that the subject manifests. Likewise, the incorporation of elements of dynamic assessment (DA) as the prompts are gradually offered allows for obtaining information about the type and degree of support required to optimize the subject’s performance. In this sense, the confluence of contributions from DA and CATs offers a new possibility for approaching the assessment of learning processes. In this article, we present a longitudinal research developed in two phases, through which a computerized dynamic adaptive assessment battery of reading processes (EDPL-BAI) was configured. The research frame involved 1,831 students (46% girls) from 13 public schools in three regions of Chile. The purpose of this study was to analyze the differential contribution on reading competence of dynamic scores obtained in a subsample composed of 324 (47% girls) students from third to sixth grade after the implementation of a set of adaptive dynamic tests of morpho-syntactic processes. The results achieved in the structural equation modeling indicate a good global fit. Individual relationships show a significant contribution of calibrated score that reflects estimated knowledge level on reading competence, as well as dynamic scores based on the assigned value of graduated prompts required by the students. These results showed significant predictive values on reading competence and incremental validity in relation to predictions made by static criterion tests.
Collapse
Affiliation(s)
- Juan-José Navarro
- Department of Psychology and Sociology, Universidad de Zaragoza, Zaragoza, Spain.,Facultad de Educación, Universidad Autónoma de Chile, Santiago, Chile.,Departamento de Psicología Evolutiva y de la Educación, Universidad de Sevilla, Seville, Spain
| | | | - Eduardo Guzmán
- Departamento de Lenguajes y Ciencias de la Computación, Universidad de Málaga, Málaga, Spain
| | | | - Ricardo Conejo
- Departamento de Lenguajes y Ciencias de la Computación, Universidad de Málaga, Málaga, Spain
| | | | - Jesús de la Fuente
- Departamento de Psicología Evolutiva y de la Educación, University of Almería, Almería, Spain.,Facultad de Psicología, Universidad Autónoma de Chile, Santiago, Chile
| | - Diana Martella
- Facultad de Psicología, Universidad Autónoma de Chile, Santiago, Chile
| | - Mahia Saracostti
- Centro de Investigación sobre Procesos Socioeducativos, Familias y Comunidades, Universidad de La Frontera, Temuco, Chile
| |
Collapse
|