Predictive validity of dynamic testing and working memory as it relates to reading growth in children with reading disabilities

Abstract

The purpose of this chapter is to review our findings related to the question “Do outcomes related to dynamic assessment on a cognitive measure predict reading growth?” Our discussion related to the predictive validity of such procedures focused on outcomes related to a battery of memory and reading measures administered over a three-year period to 78 children (11.6 years) with and without reading disabilities (RD). Working memory (WM) tasks were presented under initial, gain, and maintenance testing conditions. The preliminary results suggested that maintenance testing conditions were significant moderators of comprehension and vocabulary growth, whereas probe scores and gain testing conditions were significant moderators of nonword fluency growth. Overall, the results suggested that the dynamic assessment of WM added significant variance in predicting later reading performance.

Citation

Lee Swanson, H. and Orosco, M. (2011), "Predictive validity of dynamic testing and working memory as it relates to reading growth in children with reading disabilities", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Assessment and Intervention (Advances in Learning and Behavioral Disabilities, Vol. 24), Emerald Group Publishing Limited, Leeds, pp. 1-30. https://doi.org/10.1108/S0735-004X(2011)0000024003