Leiden University Student Repository

Hollenberg, Daan (2024)

The effectiveness of dynamic assessment of reading and writing on children aged seven to nine with and without dyslexia

Master thesis | Psychology (MSc)

Reading and writing are important skills in life. However, children with dyslexia, a neurodevelopmental learning disorder with a genetic basis, have difficulty with these skills. Dynamic assessment might be a better predictor of children’s cognitive abilities and reading and writing skills than static tests. Dynamic assessment is based on the idea that learning is a social proces and uses feedback. This study investigated the effectiveness of dynamic assessment on reading and writing performance, specifically phonemic awareness, prosodic awareness and spelling, and whether there were group differences between dyslexic and non dyslexic children, and boys and girls. The participants included 91 children aged seven to nine, with 45.1% diagnosed with dyslexia. The participants were divided in an experimental condition with a pretest-training-posttest design, and a control condition with a pretestposttest-training design. It was found that the children in the experimental condition...Show moreReading and writing are important skills in life. However, children with dyslexia, a neurodevelopmental learning disorder with a genetic basis, have difficulty with these skills. Dynamic assessment might be a better predictor of children’s cognitive abilities and reading and writing skills than static tests. Dynamic assessment is based on the idea that learning is a social proces and uses feedback. This study investigated the effectiveness of dynamic assessment on reading and writing performance, specifically phonemic awareness, prosodic awareness and spelling, and whether there were group differences between dyslexic and non dyslexic children, and boys and girls. The participants included 91 children aged seven to nine, with 45.1% diagnosed with dyslexia. The participants were divided in an experimental condition with a pretest-training-posttest design, and a control condition with a pretestposttest-training design. It was found that the children in the experimental condition improved more over time than the children in the control condition on prosodic awareness. No group differences were found in the effectiveness of the dynamic test. These results show that the dynamic test can be an effective tool in education for increasing the reading and writing skills in children and examining their learning potential.Show less

Dynamic Assessment

Dynamic Testing

Dyslexia

Learning Disorders

Reading and Writing

Author

Hollenberg, Daan

Faculty

Faculty of Social & Behavioural Sciences

Specialisation

School Psychology

Supervisors

Vogelaar, B.

ECTS Credits

20

Language

en