TY  - CHAP
AB  - This chapter reviews some of our most recent research as to whether the cognitive performance of reading disabled and poor readers can be separated under dynamic assessment procedures. We describe results related to junior high school students (mean chronological age of 12 years) with reading disabilities, poor readers, and skilled readers. Students were administered intelligence, reading and math tests, and working memory (WM) measures (presented under static and dynamic testing conditions). The results thus far show that: (1) dynamic assessment measures (maintenance scores) contributed unique variance to predicting reading; and (2) poor readers and skilled readers were more likely to change and maintain gains under the dynamic testing conditions than students with reading disabilities. Some discussion was given to developing a valid classification of reading disabilities.
VL  - 17
SN  - 978-0-76231-107-1, 978-1-84950-270-2/0735-004X
DO  - 10.1016/S0735-004X(04)17009-2
UR  - https://doi.org/10.1016/S0735-004X(04)17009-2
AU  - Howard Crystal B
AU  - Swanson H.Lee
ED  - Thomas E. Scruggs
ED  - Margo A. Mastropieri
PY  - 2004
Y1  - 2004/01/01
TI  - PRELIMINARY WORK IN DETERMINING WHETHER DYNAMIC ASSESSMENT OF WORKING MEMORY HELPS IN THE CLASSIFICATION OF STUDENTS WITH READING DISABILITIES
T2  - Research in Secondary Schools
T3  - Advances in Learning and Behavioral Disabilities
PB  - Emerald Group Publishing Limited
SP  - 221
EP  - 242
Y2  - 2024/04/25
ER  -