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Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.

Title: Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness.
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Name(s): Thatcher Kantor, Patricia, author
Wagner, Richard K, author
Torgesen, Joseph K, author
Rashotte, Carol A, author
Type of Resource: text
Genre: Text
Date Issued: 2011-07-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic assessment was direct instruction of the phonological awareness tasks. The results indicate that preschool children's phonological awareness can be assessed using standard assessment procedures, provided the items require processing units larger than the individual phoneme. No advantage was found in reliability or validity for either dynamic assessment condition relative to the standard assessment condition. Dynamic assessment does not appear to improve reliability or validity of phonological awareness assessments when preschool children are given tasks that they can perform using standard administration procedures.
Identifier: FSU_pmch_21685350 (IID), 10.1177/0022219411407861 (DOI), PMC3179788 (PMCID), 21685350 (RID), 21685350 (EID), 0022219411407861 (PII)
Grant Number: P50 HD052120, P50 HD052120-04, P50 HD052120-05, P50HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3179788.
Subject(s): Awareness
Child Language
Child, Preschool
Female
Humans
Male
Models, Psychological
Phonetics
Reproducibility of Results
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_21685350
Owner Institution: FSU
Is Part Of: Journal of learning disabilities.
1538-4780
Issue: iss. 4, vol. 44

Choose the citation style.
Thatcher Kantor, P., Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2011). Comparing two forms of dynamic assessment and traditional assessment of preschool phonological awareness. Journal Of Learning Disabilities. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_21685350