Background

Recent research is in favor of the use of dynamic assessment as an important method of combining assessment and intervention in a unified framework for typically and non-typically developing children. However, research is still sparse, in the evaluation of morphological awareness, especially for phonologically regular languages.

Aims

This study aimed to investigate the role of dynamic assessment in the evaluation of morphological awareness in Greek children.

Methods

Forty Greek participants (7–8 years old) allocated to an experimental (N = 21) and a control group (N = 19) were preliminary assessed on reading syllables/words, spelling words, vocabulary and morphological awareness. They were also evaluated on static assessments of spelling and word-formation of morphologically complex words, while only the experimental group was evaluated on dynamic assessments of the same tasks.

Results

Children achieved significantly higher performance on the dynamic assessment tasks in comparison to their static ones. Correlations indicated that the degree of children's progress depended greatly on their initial literacy and language skills, while regression analyses revealed that static tasks made a unique contribution to their dynamic performance.

Conclusions

The results underline the role of dynamic assessment in the evaluation of morphological awareness in a phonologically regular language with rich morphology, such as Greek.

中文翻译：

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希腊语拼写和形态意识的动态评估：透明正字法的案例

背景

最近的研究支持使用动态评估作为一种重要方法，将评估和干预结合在一个统一的框架中，适用于典型和非典型发育的儿童。然而，在形态意识的评估方面的研究仍然很少，特别是对于语音规则语言。

宗旨

本研究旨在探讨动态评估在评估希腊儿童形态意识中的作用。

方法

分配到实验组（N = 21）和对照组（N = 19）的 40 名希腊参与者（7-8 岁）在阅读音节/单词、拼写单词、词汇和形态意识方面进行了初步评估。他们还对形态复杂单词的拼写和构词的静态评估进行了评估，而仅对实验组进行了相同任务的动态评估。

结果

与静态评估任务相比，儿童在动态评估任务中取得了显着更高的表现。相关性表明，儿童的进步程度在很大程度上取决于他们最初的识字和语言技能，而回归分析显示静态任务对他们的动态表现做出了独特的贡献。

结论

结果强调了动态评估在评估具有丰富形态的语音规则语言（例如希腊语）的形态意识中的作用。