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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
Language: English
Authors: Eunsoo Cho (ORCID 0000-0002-8828-484X), Mina Son (ORCID 0000-0002-0570-9153), Sarah Reiley, Eun Ha Kim
Source: Language, Speech, and Hearing Services in Schools. 2025 56(4):922-937.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Alternative Assessment, Test Construction, Test Validity, Kindergarten, Reading Tests, Language Tests, Early Reading, Test Reliability, Screening Tests, Young Children, Disability Identification, Scaling, Accuracy
Geographic Terms: Michigan
DOI: 10.1044/2025_LSHSS-24-00078
ISSN: 0161-1461
1558-9129
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, M[subscript age] = 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1485991
Database: ERIC
FullText Links:
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PubType: Academic Journal
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Eunsoo+Cho%22">Eunsoo Cho</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8828-484X">0000-0002-8828-484X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mina+Son%22">Mina Son</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0570-9153">0000-0002-0570-9153</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Reiley%22">Sarah Reiley</searchLink><br /><searchLink fieldCode="AR" term="%22Eun+Ha+Kim%22">Eun Ha Kim</searchLink>
– Name: TitleSource
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  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language%2C+Speech%2C+and+Hearing+Services+in+Schools%22"><i>Language, Speech, and Hearing Services in Schools</i></searchLink>. 2025 56(4):922-937.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Alternative+Assessment%22">Alternative Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Reading%22">Early Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Screening+Tests%22">Screening Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Disability+Identification%22">Disability Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Scaling%22">Scaling</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1044/2025_LSHSS-24-00078
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0161-1461<br />1558-9129
– 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, M[subscript age] = 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.
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  Data: As Provided
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  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1485991
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1044/2025_LSHSS-24-00078
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 922
    Subjects:
      – SubjectFull: Alternative Assessment
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Early Reading
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Disability Identification
        Type: general
      – SubjectFull: Scaling
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Michigan
        Type: general
    Titles:
      – TitleFull: Development and Validation of Kindergarten Dynamic Assessments of Early Reading and Language
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