Can dynamic assessment predict growth in reading skills and risk status for reading difficulties?

Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › fagfællebedømt

Standard

Can dynamic assessment predict growth in reading skills and risk status for reading difficulties? / Nash, Hannah; Dixon, Christopher; Clarke, Paula; Gellert, Anna Steenberg.

2022. Abstract fra United Kingdom Literacy Association International Conference, Birmingham, Storbritannien.

Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › fagfællebedømt

Harvard

Nash, H, Dixon, C, Clarke, P & Gellert, AS 2022, 'Can dynamic assessment predict growth in reading skills and risk status for reading difficulties?', United Kingdom Literacy Association International Conference, Birmingham, Storbritannien, 01/07/2022 - 03/07/2022.

APA

Nash, H., Dixon, C., Clarke, P., & Gellert, A. S. (2022). Can dynamic assessment predict growth in reading skills and risk status for reading difficulties?. Abstract fra United Kingdom Literacy Association International Conference, Birmingham, Storbritannien.

Vancouver

Nash H, Dixon C, Clarke P, Gellert AS. Can dynamic assessment predict growth in reading skills and risk status for reading difficulties?. 2022. Abstract fra United Kingdom Literacy Association International Conference, Birmingham, Storbritannien.

Author

Nash, Hannah ; Dixon, Christopher ; Clarke, Paula ; Gellert, Anna Steenberg. / Can dynamic assessment predict growth in reading skills and risk status for reading difficulties?. Abstract fra United Kingdom Literacy Association International Conference, Birmingham, Storbritannien.

Bibtex

@conference{b682dfbf17184c30b5103e4d0374ae54,
title = "Can dynamic assessment predict growth in reading skills and risk status for reading difficulties?",
abstract = "In contrast to traditional {\textquoteleft}static{\textquoteright} tests, dynamic assessment (DA) focuses on the process rather than the product of learning by measuring response to teaching. As such, DA is better able to distinguish between underlying learning difficulties and lack of opportunity to learn, making it a less biased form of assessment for culturally and linguistically diverse children. Previous work from the United States and Denmark has shown DA to be a unique and sensitive predictor of future reading difficulties, though such work has not been carried out within the diverse context of UK schools. This symposium will discuss work from the Dynamic Assessment of Reading Test (DART) project at the University of Leeds.",
author = "Hannah Nash and Christopher Dixon and Paula Clarke and Gellert, {Anna Steenberg}",
year = "2022",
language = "English",
note = "null ; Conference date: 01-07-2022 Through 03-07-2022",
url = "https://ukla.org/event/international-conference-2022/",

}

RIS

TY - ABST

T1 - Can dynamic assessment predict growth in reading skills and risk status for reading difficulties?

AU - Nash, Hannah

AU - Dixon, Christopher

AU - Clarke, Paula

AU - Gellert, Anna Steenberg

PY - 2022

Y1 - 2022

N2 - In contrast to traditional ‘static’ tests, dynamic assessment (DA) focuses on the process rather than the product of learning by measuring response to teaching. As such, DA is better able to distinguish between underlying learning difficulties and lack of opportunity to learn, making it a less biased form of assessment for culturally and linguistically diverse children. Previous work from the United States and Denmark has shown DA to be a unique and sensitive predictor of future reading difficulties, though such work has not been carried out within the diverse context of UK schools. This symposium will discuss work from the Dynamic Assessment of Reading Test (DART) project at the University of Leeds.

AB - In contrast to traditional ‘static’ tests, dynamic assessment (DA) focuses on the process rather than the product of learning by measuring response to teaching. As such, DA is better able to distinguish between underlying learning difficulties and lack of opportunity to learn, making it a less biased form of assessment for culturally and linguistically diverse children. Previous work from the United States and Denmark has shown DA to be a unique and sensitive predictor of future reading difficulties, though such work has not been carried out within the diverse context of UK schools. This symposium will discuss work from the Dynamic Assessment of Reading Test (DART) project at the University of Leeds.

M3 - Conference abstract for conference

Y2 - 1 July 2022 through 3 July 2022

ER -

ID: 312968940