Dynamic Testing of Reading and Writing: Analyzing the effect of training in relation to potential (gender) differences between children with and without dyslexia

This study investigated the effect of a dynamic test in reading and writing compared to a static test for 87 children in elementary schools in the Netherlands (aged 7-9 years old). Static tests measure the knowledge a child already has at the moment of testing, while on the other hand in a dynamic test children are provided with feedback, prompts or training in order to demonstrate more of their learning potential. Dynamic tests are especially useful for children with intellectual disabilities or learning impairments. Children with and without the diagnosis of dyslexia were allocated to either the experimental or the control condition. Children in the experimental condition of this study received a training in between pretest and posttest, whereas those in the control condition received the training after the posttest. Results showed a positive effect of training on the subtests prosodic awareness, spelling sounds and verbs and context dependent spelling, meaning that the group who...Show moreThis study investigated the effect of a dynamic test in reading and writing compared to a static test for 87 children in elementary schools in the Netherlands (aged 7-9 years old). Static tests measure the knowledge a child already has at the moment of testing, while on the other hand in a dynamic test children are provided with feedback, prompts or training in order to demonstrate more of their learning potential. Dynamic tests are especially useful for children with intellectual disabilities or learning impairments. Children with and without the diagnosis of dyslexia were allocated to either the experimental or the control condition. Children in the experimental condition of this study received a training in between pretest and posttest, whereas those in the control condition received the training after the posttest. Results showed a positive effect of training on the subtests prosodic awareness, spelling sounds and verbs and context dependent spelling, meaning that the group who received the dynamic test showed more progress from pretest to posttest in these subtests than the group who received the static test. This difference in progress did not apply to the subtest phonemic awareness. No significant gender differences and differences in performance between the dyslexic and the non-dyslexic children were found.Show less

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Dynamic Testing of Reading and Writing: Analyzing the effect of training in relation to potential (gender) differences between children with and without dyslexia