Children with Reading Disabilities: Does Dynamic Assessment Help in the Classification?

2005 ◽  
Vol 28 (1) ◽  
pp. 17-34 ◽  
Author(s):  
H. Lee Swanson ◽  
Crystal B. Howard
Keyword(s):  
Reading Disabilities ◽  
Dynamic Testing ◽  
Dynamic Assessment ◽  
Verbal Working Memory ◽  
Poor Readers ◽  
Hierarchical Regression ◽  
Testing Conditions ◽  
Skilled Readers ◽  
Unique Variance ◽  
And Mathematics

This study was conducted to determine whether the cognitive performance of reading disabled and poor readers can be separated under dynamic assessment procedures, and whether measures related to dynamic assessment add unique variance, beyond IQ, in predicting reading achievement scores. The sample consisted of 70 children (39 females and 31 males). Within this sample four groups of children were compared: children with reading disabilities ( n=12), children with math/reading disabilities ( n=19), poor readers ( n=14), and skilled readers ( n=25). Intelligence, reading and math tests, and verbal working memory (WM) measures were administered (presented under static and dynamic testing conditions). Two important findings emerged: (a) hierarchical regression analyses found that a dynamic assessment measure factor score contributed unique variance to predicting reading and mathematics, beyond what is attributed to verbal IQ and initial scores related to WM; and (b) poor readers and skilled readers were more likely to change and maintain their WM score gained under the dynamic testing conditions than children with reading disabilities or children with a combination of math/reading disabilities. Implications for a valid classification of reading disabilities are discussed.

Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children With Reading Disabilities

2011 ◽  
Vol 44 (4) ◽  
pp. 358-371 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Reading Disabilities ◽  
Dynamic Testing ◽  
Verbal Iq ◽  
Only Children ◽  
Testing Conditions ◽  
Skilled Readers ◽  
Reading Measures ◽  
Significant Moderator

This longitudinal study assessed (a) whether performance changes in working memory (WM) as a function of dynamic testing were related to growth in reading comprehension and (b) whether WM performance among subgroups of children with reading disabilities (RD; children with RD only, children with both reading and arithmetic deficits, and low verbal IQ readers) varied as a function of dynamic testing. A battery of memory and reading measures was administered to 78 children (11.6 years) across three testing waves spaced 1 year apart. WM tasks were presented under initial and dynamic testing conditions (referred to as gain and maintenance testing). The important results were that (a) WM performance as a function of maintenance testing was a significant moderator of growth in reading comprehension and (b) WM performance of children with RD was statistically comparable within subgroups of RD but inferior to that of skilled readers across all testing conditions. The results support the notion that children’s WM performance under dynamic testing conditions was related to the rate of growth in reading comprehension but unrelated to subgroup differences in reading.

Does the Dynamic Testing of Working Memory Predict Growth in Nonword Fluency and Vocabulary in Children With Reading Disabilities?

2010 ◽  
Vol 9 (2) ◽  
pp. 139-165 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Working Memory ◽  
Reading Disabilities ◽  
Dynamic Testing ◽  
Receptive Vocabulary ◽  
Only Children ◽  
Testing Conditions ◽  
Skilled Readers ◽  
Curve Modeling ◽  
Reading Measures ◽  
One Year

This three-year longitudinal study assessed whether working memory (WM performance) when tested under dynamic testing conditions is related to growth on measures of phonological awareness and vocabulary in skilled readers and subgroups of children with reading disabilities (RD) (children with RD-only, children with both reading and arithmetic deficits, and low verbal IQ readers). A battery of memory and reading measures was administered to 78 children (11.6 yrs) across three testing waves spaced one year apart. WM tasks were presented under initial, gain, and maintenance testing conditions. The important results were (1) growth curve modeling showed that WM performance administered under initial and maintenance testing conditions was a significant moderator of growth in receptive vocabulary, whereas the number of probes and WM performance under gain testing conditions were significant moderators of growth in nonword fluency and (2) WM performance was statistically comparable within subgroups of children with RD, but inferior to skilled readers across all testing conditions. The results support the notion that children’s WM performance when measured under dynamic testing conditions was related to the rate of growth on basic reading and vocabulary measures.

Dynamic Assessment of Cognitive Rehabilitation Potential in Schizophrenic Persons and in Elderly Persons With and Without Dementia

2001 ◽  
Vol 17 (2) ◽  
pp. 112-119 ◽  
Author(s):  
Karl H. Wiedl ◽  
Henning Schöttke ◽  
M. Dolores Calero Garcia
Keyword(s):  
Cognitive Rehabilitation ◽  
Clinical Training ◽  
Dynamic Assessment ◽  
Verbal Learning ◽  
Verbal Working Memory ◽  
Wisconsin Card Sorting Test ◽  
Elderly Persons ◽  
Card Sorting ◽  
Static Test ◽  
Rehabilitation Potential

Summary: Dynamic assessment is a diagnostic approach in which specific interventions are integrated into assessment procedures to estimate cognitive modifiability. The study investigates the utility of this approach in persons with compelling rehabilitational needs. Samples of schizophrenic patients and of elderly with and without dementia were assessed with dynamic versions of the Wisconsin Card Sorting Test and the Auditory Verbal Learning Test. Both tests were administered by applying specific procedures of verbal mediation designed to increase performance. Results demonstrated superior predictive validity with regard to proficiency in a clinical training in schizophrenic subjects and better discrimination of nondemented and demented elderly with the help of dynamic measures compared to static test scores. Subsequent correlational analyses indicated that, for both tests, performance change following intervention is related to the processing of verbal context information. Results are discussed with respect to the concept of verbal working memory as one component of the patients' rehabilitation potential.

A Multivariate Analysis of the Pathological Narcissism Inventory’s Nomological Network

2017 ◽  
Author(s):  
Elizabeth A. Edershile ◽  
Leonard Simms ◽  
Aidan G.C. Wright
Keyword(s):  
Multivariate Analysis ◽  
Zero Order ◽  
Hierarchical Regression ◽  
Nomological Network ◽  
Pathological Narcissism ◽  
Personality Variables ◽  
Unique Variance ◽  
Pathological Narcissism Inventory ◽  
Narcissistic Grandiosity

The Pathological Narcissism Inventory (PNI; Pincus et al., 2009) has enjoyed widespread use in the study of the narcissism. However, questions have been raised about whether the PNI’s grandiosity scale adequately captures narcissistic grandiosity as well as other popular measures do. Specifically, some have noted that PNI grandiosity shows a pattern of external associations that diverges from patterns for narcissistic grandiosity predicted by experts, and is more similar to the predictions for the vulnerability scale than is desirable. Previous research driving these critiques has relied on patterns of zero-order correlations to examine the nomological networks of these scales. The present study reexamines the nomological networks of PNI grandiosity and vulnerability scales using hierarchical regression. Results indicate that once accounting for overlapping variance of vulnerability and grandiosity, the unique variance in the PNI’s grandiosity scale closely matches contemporary expert conceptualizations of narcissistic grandiosity based on expected associations with other personality variables.

Effects of Training in Conceptual Versus Perceptual Analogies Among Adolescents and Adults With Intellectual Disability

2005 ◽  
Vol 5 (2) ◽  
pp. 144-170 ◽  
Author(s):  
Hefziba Lifshitz ◽  
David Tzuriel ◽  
Itzhak Weiss
Keyword(s):  
Intellectual Disability ◽  
Repeated Measures ◽  
Analogical Reasoning ◽  
Dynamic Assessment ◽  
Age Groups ◽  
Hierarchical Regression ◽  
Assessment Procedure ◽  
Age Group ◽  
Adolescents And Adults ◽  
Verbal Thinking

The objective of this study was to investigate whether adolescents and adults with mild and moderate intellectual disability (ID) can improve their level of analogical reasoning following a short but intensive teaching stage within a dynamic assessment procedure. The sample was composed of two age groups: adolescents (n = 24, ages 15 to 21) and adults (n = 24, ages 30 to 73). All subjects were administered the Children’s Conceptual and Perceptual Analogical Modifiability (CCPAM) test and the Abstract Verbal Thinking Test. A repeated-measures MANCOVA of Type of Test X Age Group X Time X ID Level, with Abstract Verbal Thinking score as a covariate, indicated significant pre- to postteaching improvement across all age groups and ID levels. Significant interactions were found for Age Group X ID Level, and for Type of Test X ID Level X Time. Among the adolescents, the moderate group scored significantly higher than the mild group; the mild group benefited more from teaching in perceptual analogies. Hierarchical regression analyses showed that, for conceptual analogies, the synonyms subtest added 10% to the prediction of CCPAM postteaching score; for the perceptual analogies, the verbal analogies subtest added 9% to the prediction of CCPAM postteaching score. Our findings support the central assertion of the structural cognitive modifiability theory relating to the possibility of change in individuals with ID even at advanced ages.

scholarly journals An item-level analysis of lexical-semantic effects in free recall and recognition memory using the megastudy approach

2018 ◽  
Vol 71 (10) ◽  
pp. 2207-2222 ◽  
Author(s):  
Mabel C Lau ◽  
Winston D Goh ◽  
Melvin J Yap
Keyword(s):  
Free Recall ◽  
Recognition Memory ◽  
Recognition Performance ◽  
Memory Task ◽  
Hierarchical Regression ◽  
Forward Selection ◽  
Unique Variance ◽  
Lexical Semantic ◽  
Item Level ◽  
Semantic Variables

Psycholinguists have developed a number of measures to tap different aspects of a word’s semantic representation. The influence of these measures on lexical processing has collectively been described as semantic richness effects. However, the effects of these word properties on memory are currently not well understood. This study examines the relative contributions of lexical and semantic variables in free recall and recognition memory at the item-level, using a megastudy approach. Hierarchical regression of recall and recognition performance on a number of lexical-semantic variables showed task-general effects where the structural component, frequency, number of senses, and arousal accounted for unique variance in both free recall and recognition memory. Task-specific effects included number of features, imageability, and body–object interaction, which accounted for unique variance in recall, whereas age of acquisition, familiarity, and extremity of valence accounted for unique variance in recognition. Forward selection regression analyses generally converged on these findings. Hierarchical regression also revealed that lexical variables accounted for more variance in recognition compared with recall, whereas semantic variables accounted for more unique variance above and beyond lexical variables in recall compared with recognition. Implications of the findings are discussed.

Considering Reading Cognitively: A Review

1981 ◽  
Vol 11 (2) ◽  
pp. 55-66 ◽  
Author(s):  
Estelle Ann Doctor
Keyword(s):  
Poor Readers ◽  
Phonological Encoding ◽  
Skilled Readers

Several studies of reading are reviewed with particular reference to the type of code, visual or phonological, adopted by the reader to obtain meaning from printed symbols. Integrated into the review are reports of recent studies on phonological encoding in children, skilled readers, poor readers, and the deaf. The role of orthography in pre- and postlexical encoding is also reviewed and it is concluded that phonological encoding takes place and is prelexical for pronunciation tasks, but when sentences rather than single words are presented to the reader, phonological encoding, if it occurs at all, is probably postlexical.

Assessing Potential for Learning in School Children

2020 ◽  
Author(s):  
Wilma C. M. Resing ◽  
Julian G. Elliott ◽  
Bart Vogelaar
Keyword(s):  
Dynamic Testing ◽  
Dynamic Assessment ◽  
Assessment Process ◽  
Cognitive Tasks ◽  
Principal Characteristic ◽  
Static Test ◽  
Static Assessment ◽  
Assessment And Testing ◽  
Dynamic Measures ◽  
Assessment Procedures

Dynamic assessment and dynamic testing are aspects of an umbrella concept, denoting a variety of different assessment and testing forms that incorporate feedback, hints, or training in the assessment process, and aim to measure a child’s progress when solving cognitive tasks and in doing so provide an indication for his or her cognitive potential for learning. Psychological and psychoeducational assessment is often applied in educational settings. Most of the instruments used in such assessments have a static nature; instruction is mainly restricted to telling a child what he or she has to do, and the main focus is on the outcomes of testing. The principal characteristic of dynamic assessment and testing, on the contrary, is that children are explicitly provided with feedback, prompts, or training intended to enable them to show progress when solving cognitive tasks. Where in static assessment the test outcomes are considered to measure that which a child already knows and has acquired so far, dynamic assessment procedures focus both upon potential learning progression and, in some cases, the underlying cognitive processes. Dynamic measures are developed to assess developing or yet-to-develop abilities in a setting in which the assessor helps the child to solve the tasks and teaches the child how to solve these tasks more independently. Consequently, dynamic assessment measures are primarily focused on a child’s potential for learning, rather than on past learning experiences, and likely provide a better indication of a child’s level of cognitive functioning than conventional, static test scores do separately or in combination with other instruments. Dynamic assessment formats can be very different from each other, ranging from individually based forms of mediation, often called dynamic assessment, to active scaffolding and highly standardized procedures, offered to groups or individuals, often called dynamic testing. Dynamic assessment and testing can be applied in very different settings and be influenced by many factors. In an educational setting, outcomes of dynamic testing and assessment could, in principle, provide educational psychologists or teachers with information regarding learning outcomes during these forms of intervention.

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