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Predicting Response to Vocabulary Intervention Using Dynamic Assessment.
Language, Speech, and Hearing Services in Schools ( IF 2.4 ) Pub Date : 2020-09-10 , DOI: 10.1044/2020_lshss-20-00045
Anna S Gellert 1 , Elisabeth Arnbak 2
Affiliation  

Purpose The purpose of this study was to examine how well students' response to a morphological vocabulary intervention can be predicted before the start of the intervention from traditional static assessments and to determine whether a dynamic assessment with graduated prompts improves the prediction. Method A planned secondary analysis of a randomized trial of a morphological vocabulary intervention for fifth-grade students with limited vocabulary was conducted. Response to this intervention was examined for 111 participants based on their development in definitions of morphologically transparent words from pretest to posttest. Traditional static measures of vocabulary, knowledge of morphology, and morphological analysis as well as a dynamic assessment of morphological analysis were evaluated as predictors of students' response to intervention. Results The static pretest measures predicted more than half of the overall variance in students' response to intervention and provided a good classification of students with subsequent poor or good response to intervention. The single best static predictor was the static assessment of morphological analysis. Furthermore, the dynamic assessment added significantly to the prediction of the overall variance in students' response to intervention and to the correct early classification of students as poor or good responders. Conclusions The results suggest that an acceptable level of prediction of students' response to morphological vocabulary intervention can be obtained by means of a couple of static morphological measures. This study also provides evidence for the added predictive value of a dynamic assessment of morphological analysis.

中文翻译:

使用动态评估预测对词汇干预的反应。

目的这项研究的目的是研究在从传统静态评估开始干预之前,可以预测学生对形态词汇干预的反应如何,并确定采用分级提示的动态评估是否可以改善预测。方法对计划中的词汇量有限的五年级学生进行形态学词汇干预随机试验的计划中的二次分析。根据从测试前到测试后形态上透明的单词的定义,对111名参与者的反应进行了检查。传统的静态词汇量度,形态学知识,形态学分析以及形态学分析的动态评估被评估为学生的预测指标。对干预的反应。结果静态的预测测验预测学生对干预的总体差异超过一半,并为随后对干预的不良或良好反应的学生进行了很好的分类。唯一的最佳静态预测器是形态分析的静态评估。此外,动态评估显着增加了学生对干预反应的总体差异的预测,并为学生正确地将其早期分类为不良或良好反应者。结论结果表明,可以通过两种静态形态学方法获得对学生对形态词汇干预反应的预测的可接受水平。
更新日期:2020-09-10
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