کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
365308 621120 2011 8 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Analysis of the implementation of a dynamic assessment device of processes involved in reading with learning-disabled children
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
پیش نمایش صفحه اول مقاله
Analysis of the implementation of a dynamic assessment device of processes involved in reading with learning-disabled children
چکیده انگلیسی

The renewed interest in the dynamic assessment of specific domains has led to reconsideration of this theory and the technique's contribution to the learning–teaching process. In this article, we analyze some elements concerning the internal structure of a dynamic assessment device of processes involved in reading tasks, establishing some of the device's reliability parameters after its experimental application to 60 students with reading disabilities. Our work analyzes the correlations matrix of the different processes, and determines those reading processes that entail greater difficulties for students. In addition, our study establishes the device's predictive validity in relation to the teacher's evaluation of a student's school performance and progress, analyzing to what extent the device offers additional information as compared with static comprehension, personal–social adjustment or IQ tests. The results reveal the significant predictive validity of the device regarding a student's school performance and progress, as well as its incremental validity in relation to static tests.

Research Highlights
► We analyzed the implementation of a dynamic assessment device of specific domains.
► The analysis involved the joint use of quantitative and qualitative methods.
► The internal consistency level of the evaluations made was very significant.
► EDPL device provided an additional predictive validity on academic performance.
► This additional validity occurs in relation to static tests (comprehension and IQ).

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 21, Issue 2, April 2011, Pages 168–175
نویسندگان
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