Predictive and incremental validity of a dynamic assessment device on academic performance and progress in reading.

Authors

  • Juan J. Navarro Universidad Autónoma de Chile y Universidad de Sevilla
  • Joaquín Mora Universidad de Sevilla
DOI: https://doi.org/10.6018/analesps.29.2.135231
Keywords: Dynamic assessment, reading achievement, reading difficulties, reading comprehension, incremental validity.

Supporting Agencies

  • Profesorado perteneciente a los centros educativos participantes en el estudio
  • CEP de Alcalá de Guadaíra (Sevilla)
  • Dirección General de Innovación Educativa y Formación del Profesorado de la Junta de Andalucía.

Abstract

The present study focuses on establishing the predictive validity of dynamic assessment device of processes involved in reading tasks, in relation to school performance and progress of reading comprehension difficulties children (RD). We also analyse to what extent the results obtained offer additional information to the one provided by static assessment tests on reading comprehension or cognitive performance. With this aim, we used two external criteria: (a) the teacher´s assessment of academic performance and progress, and (b) the qualifications in the area of Language. The sample consisted of 60 students between 9 and 16 years who were applied the device. Dynamic scores showed significant predictive validity on school performance and progress. Likewise, dynamic scores showed a significant incremental validity in relation to the prediction based on static tests of reading comprehension and evaluation of the IQ. We discuss the possible causal mechanisms related to the dynamic assessment approach and the specific content of the activities as factors that could explain the results.

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Author Biography

Juan J. Navarro, Universidad Autónoma de Chile y Universidad de Sevilla

Juan José Navarro Hidalgo es Doctor en Psicología. Actualmente realiza labores de docencia e investigación en la Facultad de Educación de la Universidad Autónoma de Chile y está vinculado al grupo de investigación Laboratorio de Diversidad, Cognición y Lenguaje de la Facultad de Psicología de la Universidad de Sevilla. Su trabajo de investigación se centra en la evaluación dinámica de procesos implicados en la lectura, la metacognición y las dificultades de aprendizaje.

Joaquín Mora Roche es Doctor en Psicología, Profesor Titular en el departamento de Psicología Evolutiva y de la Educación de la Universidad de Sevilla. Ha dirigido el grupo de investigación Enriquecimiento cognitivo y necesidades educativas especiales. Sus trabajos de investigación giran en torno a la discapacidad, la metacognición y el lenguaje. Es autor del programa de enriquecimiento cognitivo Comprender y Transformar.

Published
28-04-2013
How to Cite
Navarro, J. J., & Mora, J. (2013). Predictive and incremental validity of a dynamic assessment device on academic performance and progress in reading. Anales de Psicología / Annals of Psychology, 29(2), 435–453. https://doi.org/10.6018/analesps.29.2.135231
Issue
Vol. 29 No. 2 (2013)
Section
Developmental and Educational Psychology

 

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