Mostrar el registro sencillo del ítem

Dynamic assessment of reading difficulties: Predictive and incremental validity on attitude toward reading and the use of dialogue/participation strategies in classroom activities

dc.contributor.authorNavarro J.-J.
dc.contributor.authorLara L.
dc.date.accessioned2020-09-02T22:24:15Z
dc.date.available2020-09-02T22:24:15Z
dc.date.issued2017
dc.identifier10.3389/fpsyg.2017.00173
dc.identifier.citation8, FEB, -
dc.identifier.issn16641078
dc.identifier.urihttps://hdl.handle.net/20.500.12728/5557
dc.descriptionDynamic Assessment (DA) has been shown to have more predictive value than conventional tests for academic performance. However, in relation to reading difficulties, further research is needed to determine the predictive validity of DA for specific aspects of the different processes involved in reading and the differential validity of DA for different subgroups of students with an academic disadvantage. This paper analyzes the implementation of a DA device that evaluates processes involved in reading (EDPL) among 60 students with reading comprehension difficulties between 9 and 16 years of age, of whom 20 have intellectual disabilities, 24 have reading-related learning disabilities, and 16 have socio-cultural disadvantages. We specifically analyze the predictive validity of the EDPL device over attitude toward reading, and the use of dialogue/participation strategies in reading activities in the classroom during the implementation stage. We also analyze if the EDPL device provides additional information to that obtained with a conventionally applied personal-social adjustment scale (APSL). Results showed that dynamic scores, obtained from the implementation of the EDPL device, significantly predict the studied variables. Moreover, dynamic scores showed a significant incremental validity in relation to predictions based on an APSL scale. In relation to differential validity, the results indicated the superior predictive validity for DA for students with intellectual disabilities and reading disabilities than for students with socio-cultural disadvantages. Furthermore, the role of metacognition and its relation to the processes of personal-social adjustment in explaining the results is discussed. © 2017 Navarro and Lara.
dc.language.isoen
dc.publisherFrontiers Research Foundation
dc.subjectDynamic assessment
dc.subjectIncremental validity
dc.subjectIntellectual disabilities
dc.subjectMetacognition
dc.subjectPersonal-social adjustment
dc.subjectReading difficulties
dc.titleDynamic assessment of reading difficulties: Predictive and incremental validity on attitude toward reading and the use of dialogue/participation strategies in classroom activities
dc.typeArticle


Ficheros en el ítem

Thumbnail
Nombre:
item_2-s2.0-85014034126.pdf
Tamaño:
2.641Kb
Formato:
PDF
Ver/

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem