To profile children's reading comprehension, we developed a dynamic approach with componential abilities (orthographic knowledge, vocabulary, sentence-integration) being assessed within the same texts and provided with feedback in addition to the global comprehension of these texts. In 275 Dutch third to fifth graders, we investigated to what extent the response accuracy for questions on componential abilities on first attempts and after feedback predicted global text comprehension within the same texts as well as the prospective development in a standardized reading comprehension test. We found that global text comprehension was increased by each correctly answered question on a componential ability on first attempts and by each correctly answered sentence-integration question after feedback. The accuracy on first attempts also explained unique variance of the growth in the standardized reading comprehension test. A dynamic approach may thus help to arrive at a better understanding of the profiles of children's reading comprehension.

为了剖析儿童的阅读理解能力，我们开发了一种动态方法，在相同的课本中评估了部分能力（拼写知识，词汇量，句子整合），并提供了对这些课文的整体理解之外的反馈。在275名荷兰三年级至五年级学生中，我们调查了在第一次尝试时以及在反馈后预测相同文本内的全局文本理解以及标准化阅读理解测试的预期发展情况下，对部分能力问题的回答准确度有多大。我们发现，对于首次尝试时具有组件能力的每个正确回答的问题，以及在反馈后每个正确回答的句子整合问题，全局文本理解的提高。首次尝试的准确性还解释了标准化阅读理解测试中增长的独特差异。因此，动态的方法可能有助于更好地理解儿童的阅读理解状况。