Static tests are widely used in the assessment of children’s abilities, but dynamic tests form a promising alternative with advantages in regard to accuracy and predictability. The aim of this...Show moreStatic tests are widely used in the assessment of children’s abilities, but dynamic tests form a promising alternative with advantages in regard to accuracy and predictability. The aim of this study is to investigate the effectiveness of a dynamic test of reading and writing in children with and without dyslexia. Additionally, the influence of working memory on learning and reading is investigated. The study uses a pretest-training-posttest experimental design and includes a preliminary investigation of working memory, participants are 78 school-aged children. Test instruments are altered for online administration to comply with covid restrictions. Our findings show that the dynamic test is effective for prosodic awareness, but not for phonemic awareness. No significant differences between children with and without dyslexia were found. In regards to working memory, there is some indication of a relationship between working memory and reading, but the current study provides no support for a relationship between working memory and learning. In order to properly investigate the influence of working memory on reading and learning, more research on these topics should follow as the dynamic test is improved upon.Show less
