Leiden University Student Repository

Gils, Matthijs van (2023)

Masterproject Dynamische Testen: Is er een verband tussen het leergedrag op school, instructiebehoefte en taalvaardigheid?

Master thesis | Education and Child Studies (MSc)

Children with a developmental language disorder (DLD) have a higher chance to be underestimated by their teachers through static and traditional tests at primary school. Present study investigates whether an abbreviated dynamic test would be a viable instrument to help teachers measure the instructional needs for children with a DLD. Pupils who participated (N = 66, M = 9.5 years, SD = 0.53) took an abbreviated dynamic test consisting of a 12-item analogy task. A hierarchical graduated prompt training (metacognitive, cognitive or modelling) was given to a student whom answered incorrectly. In addition, the teachers were given a questionnaire consisting of questions about pupil’s language development and current school results. First, the relationship between language development, teachers rating of instructional needs and school results was measured. A positive and significant relation was found in which children with a higher language development needed less instructions and had...Show moreChildren with a developmental language disorder (DLD) have a higher chance to be underestimated by their teachers through static and traditional tests at primary school. Present study investigates whether an abbreviated dynamic test would be a viable instrument to help teachers measure the instructional needs for children with a DLD. Pupils who participated (N = 66, M = 9.5 years, SD = 0.53) took an abbreviated dynamic test consisting of a 12-item analogy task. A hierarchical graduated prompt training (metacognitive, cognitive or modelling) was given to a student whom answered incorrectly. In addition, the teachers were given a questionnaire consisting of questions about pupil’s language development and current school results. First, the relationship between language development, teachers rating of instructional needs and school results was measured. A positive and significant relation was found in which children with a higher language development needed less instructions and had higher school results. Second, the relationship between language development and instructional needs on the abbreviated dynamic test were measured. It was found that children with a slower language development needed more and different kinds of graduated prompts during the dynamic test, showing a different need for instruction. Lastly the predictive value of the abbreviated dynamic test in combination with language development was measured. The abbreviated dynamic test in combination with language development is found to be a significant and strong predictor for math scores on Cito. In conclusion, it is possible to use an abbreviated dynamic test with standardized graduated prompts to measure the instructional needs of children with a language development disorder.Show less

Dynamisch testen, taalontwikkelingsstoornis, taalontwikkeling, schoolresultaten

Author

Gils, Matthijs van

Faculty

Faculty of Social & Behavioural Sciences

Specialisation

Orthopedagogiek

Supervisors

Veerbeek, J.

ECTS Credits

20

Language

nl