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Dynamic assessment of word learning as a predictor of vocabulary, reading comprehension and risk status for the poor comprehender reading profile.

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Title: Dynamic assessment of word learning as a predictor of vocabulary, reading comprehension and risk status for the poor comprehender reading profile.
Authors: Nash, Hannah1 (AUTHOR) h.nash@leeds.ac.uk, Dixon, Chris1 (AUTHOR), Clarke, Paula2 (AUTHOR), Oxley, Emily1 (AUTHOR), Gellert, Anna Steenberg3 (AUTHOR), Weighall, Anna4 (AUTHOR)
Source: Reading & Writing. Nov2025, Vol. 38 Issue 9, p2633-2659. 27p.
Subject Terms: *Vocabulary, *Reading comprehension, *Reading disability, *Dynamic assessment (Education), *School children, *Immigrant students, *Language acquisition
Abstract: The Poor Comprehender (PC) reading profile is characterised by difficulty comprehending text despite age-appropriate decoding skills. Risk for this profile is typically identified through static screening instruments measuring pre-existing knowledge, which may produce biased estimates for culturally and linguistically diverse children. In contrast, Dynamic Assessment (DA) measures potential to learn new knowledge and has been shown to reduce bias in screening. To date, however, DA has not been used to identify PC reading profile risk status. Adopting a longitudinal design, we used an adapted DA of word learning to measure growth in vocabulary and reading comprehension among a diverse sample of 322 primary school children (aged 9 years at the first time point) in England over a period of 16-19 months, and to classify later PC reading profile risk status. Two separate factor scores representing phonological and semantic aspects of word learning predicted unique variance in the growth of vocabulary knowledge and reading comprehension after accounting for traditional static predictors. The DA of word learning achieved excellent classification accuracy for identifying poor comprehenders, identifying all of the poor comprehenders with EAL when added to the static assessments. Results suggest that DA of word learning may be a promising tool in screening for the PC reading profile, particularly for EAL pupils, ensuring that the risk of reading comprehension difficulties does not go unidentified in such learners. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature 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: Dynamic assessment of word learning as a predictor of vocabulary, reading comprehension and risk status for the poor comprehender reading profile.
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Nov2025, Vol. 38 Issue 9, p2633-2659. 27p.
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  Data: The Poor Comprehender (PC) reading profile is characterised by difficulty comprehending text despite age-appropriate decoding skills. Risk for this profile is typically identified through static screening instruments measuring pre-existing knowledge, which may produce biased estimates for culturally and linguistically diverse children. In contrast, Dynamic Assessment (DA) measures potential to learn new knowledge and has been shown to reduce bias in screening. To date, however, DA has not been used to identify PC reading profile risk status. Adopting a longitudinal design, we used an adapted DA of word learning to measure growth in vocabulary and reading comprehension among a diverse sample of 322 primary school children (aged 9 years at the first time point) in England over a period of 16-19 months, and to classify later PC reading profile risk status. Two separate factor scores representing phonological and semantic aspects of word learning predicted unique variance in the growth of vocabulary knowledge and reading comprehension after accounting for traditional static predictors. The DA of word learning achieved excellent classification accuracy for identifying poor comprehenders, identifying all of the poor comprehenders with EAL when added to the static assessments. Results suggest that DA of word learning may be a promising tool in screening for the PC reading profile, particularly for EAL pupils, ensuring that the risk of reading comprehension difficulties does not go unidentified in such learners. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature 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.)
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              Text: Nov2025
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