Does dynamic assessment offer an alternative approach to identifying reading disorder? A systematic review

Research output: Contribution to journalJournal articleResearchpeer-review

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Does dynamic assessment offer an alternative approach to identifying reading disorder? A systematic review. / Dixon, Christopher; Oxley, Emily; Nash, Hannah; Gellert, Anna Steenberg.

In: Journal of Learning Disabilities, Vol. 56, No. 6, 2023, p. 423-439.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Dixon, C, Oxley, E, Nash, H & Gellert, AS 2023, 'Does dynamic assessment offer an alternative approach to identifying reading disorder? A systematic review', Journal of Learning Disabilities, vol. 56, no. 6, pp. 423-439. <https://eprints.whiterose.ac.uk/190933/>

APA

Dixon, C., Oxley, E., Nash, H., & Gellert, A. S. (2023). Does dynamic assessment offer an alternative approach to identifying reading disorder? A systematic review. Journal of Learning Disabilities, 56(6), 423-439. https://eprints.whiterose.ac.uk/190933/

Vancouver

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(6):423-439.

Author

Dixon, Christopher ; Oxley, Emily ; Nash, Hannah ; Gellert, Anna Steenberg. / Does dynamic assessment offer an alternative approach to identifying reading disorder? A systematic review. In: Journal of Learning Disabilities. 2023 ; Vol. 56, No. 6. pp. 423-439.

Bibtex

@article{44b16b5870b143b08422b0883bdb38cf,
title = "Does dynamic assessment offer an alternative approach to identifying reading disorder? A systematic review",
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 analternative approach which 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 morevariance 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.",
author = "Christopher Dixon and Emily Oxley and Hannah Nash and Gellert, {Anna Steenberg}",
year = "2023",
language = "English",
volume = "56",
pages = "423--439",
journal = "Journal of Learning Disabilities",
issn = "0022-2194",
publisher = "SAGE Publications",
number = "6",

}

RIS

TY - JOUR

T1 - Does dynamic assessment offer an alternative approach to identifying reading disorder? A systematic review

AU - Dixon, Christopher

AU - Oxley, Emily

AU - Nash, Hannah

AU - Gellert, Anna Steenberg

PY - 2023

Y1 - 2023

N2 - 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 analternative approach which 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 morevariance 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.

AB - 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 analternative approach which 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 morevariance 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.

M3 - Journal article

VL - 56

SP - 423

EP - 439

JO - Journal of Learning Disabilities

JF - Journal of Learning Disabilities

SN - 0022-2194

IS - 6

ER -

ID: 255930098