Dynamic Assessments of Word Reading Skills in Diverse School-Age Children: A Meta-Analysis.
Purpose: Dynamic assessments evaluate ability to learn and may be less biased against children who historically have underperformed on static measures that evaluate acquired knowledge. This meta-analysis examined the validity of dynamic assessments of word reading skills (phonological awareness, sou...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 9; no. 3; pp. 817 - 836 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jun2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=177681619&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177681619 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Jun2024 vid: 9 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 177681619 177681619 177681619 10.1044/2024_PERSP-23-00262 177681619 ppf: 817 ppct: 19 formats: fmt: @attributes: type: P tig: atl: Dynamic Assessments of Word Reading Skills in Diverse School-Age Children: A Meta-Analysis. aug: au: Wood, Emily Biggs, Kereisha Molnar, Monika affil: Department of Speech-Language Pathology, University of Toronto, Ontario, Canada sug: subj: Word Lists Evaluation Reading Evaluation Communication Skills Language Development Language Processing Cultural Diversity Students, Middle School Validity Human Child, Preschool Child Meta Analysis Early Intervention Preprints Descriptive Statistics Age Factors Multilingualism Symbolic Interactionism Health Services Accessibility Medline Embase CINAHL Database Psycinfo ERIC Database Sex Factors Confidence Intervals Funding Source Child, Preschool: 2-5 years Child: 6-12 years ab: Purpose: Dynamic assessments evaluate ability to learn and may be less biased against children who historically have underperformed on static measures that evaluate acquired knowledge. This meta-analysis examined the validity of dynamic assessments of word reading skills (phonological awareness, sound--symbol knowledge, and decoding), as measured by the strength of their correlation with performance on word reading measures. The consistency of their validity across participant reading status (typically developing vs. at risk), language status (monolingual vs. bilingual), and age group (4-5 vs. 6-7 vs. 8-9 years) was also examined to determine whether this assessment approach is an equitable means of evaluating early word reading skills. Method: Electronic databases and preprint repositories were searched to identify studies that evaluated dynamic assessments of word reading skills conducted with children between the ages of 4 and 10 years. Pearson's correlation coefficients representing the relationship between dynamic assessments and word reading measures were extracted, and an overall pooled mean effect size was calculated using a random-effects meta-analysis with robust variance estimation. Subgroup analyses for participant reading status, language status, and age group were also conducted to determine whether there were significant differences in effect sizes across groups. Results: Thirty-five studies with 192 effect sizes were identified. Overall, dynamic assessments of word reading skills demonstrated strong correlations with word reading measures (g = 0.49). Subgroup analysis by age indicated that dynamic assessments are significantly better suited to evaluate word reading in younger children (ages 4-5 and 6-7 years) than older students (ages 8-9 years; p = .0001). Validity was consistent across typically developing and at-risk participants and across bilinguals and monolinguals. There were few studies conducted with bilinguals despite dynamic assessment's purported application for this population. Conclusion: This meta-analysis provides preliminary evidence to support dynamic assessments as a valid and equitable means of evaluating word reading skills with diverse children aged 4-7 years. pubtype: Academic Journal doctype: meta analysis research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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