Predicting responsiveness to intervention in dyslexia using dynamic assessment

• Published in: Learning and individual differences Vol. 49; pp. 209 - 215
• Main Authors: Aravena, Sebastián, Tijms, Jurgen, Snellings, Patrick, van der Molen, Maurits W.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.07.2016
• Subjects: Dynamic assessment; Dyslexia; Letter–speech sound learning; Response to intervention (RTI); Treatment success; Dynamic assessment; Response to intervention (RTI); Dyslexia; Letter–speech sound learning; Treatment success
• ISSN: 1041-6080; 1873-3425
• DOI: 10.1016/j.lindif.2016.06.024

In the current study we examined the value of a dynamic test for predicting responsiveness to reading intervention for children diagnosed with dyslexia. The test consisted of a 20-minute training aimed at learning eight basic letter–speech sound correspondences within an artificial orthography, followed by a short assessment of both mastery of these correspondences and word reading ability in this unfamiliar script. Fifty-five (7- to 11-year-old) children diagnosed with dyslexia engaged in specialized intervention during approximately 10months and their reading and spelling abilities were assessed before and after. Our results indicated that the dynamic test predicted variance in reading skills at posttest, over and above traditional static measures, such as phonological awareness and rapid naming. These findings indicate that responsiveness to learning new letter–speech sound correspondences has a prognostic value for the success of specialized reading intervention. •Dyslexic children engaged in specialized intervention during 10months•Non-existent letter–speech sound learning was assessed prior to intervention.•This dynamic test procedure predicted unique variance in reading skills at posttest.•Phonological awareness and rapid naming did not predict intervention success.