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Dynamic Assessment in the Prediction of Reading Difficulties (Methodology,…
Dynamic Assessment in the Prediction of Reading Difficulties
Background
Misidentification of ELLs
Disadvantages of Static Assessment
Dynamic Assessment
Feedback is given
Two-way interactive
Learning potential
Static Assessment
No feedback
One-side relationship
Current knowledge
Problem Statement
b. DA tasks examined is not consistent
a. The contribution of DA has not
examined in nonalphabetic language
Literature Review
Reading Difficulties
Predictors of Reading Difficulties in two languages
Morphological Awareness
Rapid Automatized Naming
Phonological Awareness
Characteristics of English and Chinese Orthography
Dynamic Assessment
Scores
Studies on DA
DA of Decoding
DA of Phonological Awareness
DA of Morphological Awareness
Models
Pretest-Teach-Posttest Model
Graduated Prompting Model
Purpose of the Study
Research Questions
Whether and how does English DA explain unique variance in Chinese-English bilingual learners' English reading performance?
Does DA of Chinese morphological awareness to Chinese reading after controlling for Chinese SA?
Methodology
Participants
Grade 1 Chinese-English bilinguals(N=40)
Instruments
Chinese Measures
English Measures
Procedure
Data Analysis
Hierarchical regression
"Limitations"
Sample size is limited
Chinese dynamic task is designed by research