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Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language.

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Title: Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language.
Authors: Eunsoo Cho1 eunsoo.cho@ucr.edu, Mina Son2, Reiley, Sarah3, Eun Ha Kim3
Source: Language, Speech & Hearing Services in Schools. Oct2025, Vol. 56 Issue 4, p922-937. 16p.
Subject Terms: *Reading, *Elementary schools, *Research methodology evaluation, *Intelligibility of speech, *Experimental design, *Research methodology, *Speech evaluation, *School children, *Language disorders, *Vocabulary, *Factor analysis, *Speech disorders, *Learning disabilities, *Predictive validity, *Inter-observer reliability, Multitrait multimethod techniques, Receiver operating characteristic curves, Research funding, Research evaluation, Statistical sampling, Logistic regression analysis, Psychometrics, Phonetics, Semantics, English language
Abstract: Purpose: The purpose of this study was to develop and evaluate the initial reliability and validity evidence of the dynamic assessment (DA) of early reading and language as a second-stage screener in kindergarten, the first year of formal schooling. The DA comprises three subtests that capture students' ability to learn letter sounds and blending and infer word meaning from context by providing a series of graduated prompts, from the least to most helpful sequence, depending on students' responsiveness and documenting students' learning process. Method: Concurrent data on DA and static screeners at the beginning of kindergarten (N = 164, Mage = 5.60, 4-6 years old) were analyzed using item response theory, confirmatory factor analyses, and receiver operating characteristics curve models. Results: Item response theory analyses identified the optimal number of prompts for each DA subtest, and they were rescaled accordingly. Confirmatory factor analyses of the rescaled DA indicated three distinct subscales comprising letter sound, blending, and vocabulary learning with high reliability coefficients and construct validity evidence demonstrating theoretically expected correlations with the static screener. Finally, when DA was added to the static screener for identifying students with disabilities, DA improved specificity by reducing the number of false positives. Conclusions: Our preliminary investigation demonstrated the DA's appropriate reliability and validity as a supplemental screener. Future directions include evaluating the DA's predictive validity evidence and classification accuracy with a large student sample and norm-referenced standardized measures, addressing the limitation of the current study using school-identified disability classification as a criterion measure. Supplemental Material: https://doi.org/10.23641/asha.29425259. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language.
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  Data: <searchLink fieldCode="AR" term="%22Eunsoo+Cho%22">Eunsoo Cho</searchLink><relatesTo>1</relatesTo><i> eunsoo.cho@ucr.edu</i><br /><searchLink fieldCode="AR" term="%22Mina+Son%22">Mina Son</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Reiley%2C+Sarah%22">Reiley, Sarah</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Eun+Ha+Kim%22">Eun Ha Kim</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Oct2025, Vol. 56 Issue 4, p922-937. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology+evaluation%22">Research methodology evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligibility+of+speech%22">Intelligibility of speech</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+evaluation%22">Speech evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+disorders%22">Speech disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Predictive+validity%22">Predictive validity</searchLink><br />*<searchLink fieldCode="DE" term="%22Inter-observer+reliability%22">Inter-observer reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Multitrait+multimethod+techniques%22">Multitrait multimethod techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Receiver+operating+characteristic+curves%22">Receiver operating characteristic curves</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Research+evaluation%22">Research evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Logistic+regression+analysis%22">Logistic regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink><br /><searchLink fieldCode="DE" term="%22Semantics%22">Semantics</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this study was to develop and evaluate the initial reliability and validity evidence of the dynamic assessment (DA) of early reading and language as a second-stage screener in kindergarten, the first year of formal schooling. The DA comprises three subtests that capture students' ability to learn letter sounds and blending and infer word meaning from context by providing a series of graduated prompts, from the least to most helpful sequence, depending on students' responsiveness and documenting students' learning process. Method: Concurrent data on DA and static screeners at the beginning of kindergarten (N = 164, Mage = 5.60, 4-6 years old) were analyzed using item response theory, confirmatory factor analyses, and receiver operating characteristics curve models. Results: Item response theory analyses identified the optimal number of prompts for each DA subtest, and they were rescaled accordingly. Confirmatory factor analyses of the rescaled DA indicated three distinct subscales comprising letter sound, blending, and vocabulary learning with high reliability coefficients and construct validity evidence demonstrating theoretically expected correlations with the static screener. Finally, when DA was added to the static screener for identifying students with disabilities, DA improved specificity by reducing the number of false positives. Conclusions: Our preliminary investigation demonstrated the DA's appropriate reliability and validity as a supplemental screener. Future directions include evaluating the DA's predictive validity evidence and classification accuracy with a large student sample and norm-referenced standardized measures, addressing the limitation of the current study using school-identified disability classification as a criterion measure. Supplemental Material: https://doi.org/10.23641/asha.29425259. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188642700
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      – Type: doi
        Value: 10.1044/2025_LSHSS-24-00078
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      – Code: eng
        Text: English
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      – SubjectFull: Reading
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Research methodology evaluation
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      – SubjectFull: Intelligibility of speech
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      – SubjectFull: Experimental design
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      – SubjectFull: Research methodology
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      – SubjectFull: Speech evaluation
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      – SubjectFull: School children
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      – TitleFull: Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language.
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              Text: Oct2025
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