Predicting the Receptiveness to Clinical Dyslexia Interventions with a Dynamic Reading and Writing Test
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| Title: | Predicting the Receptiveness to Clinical Dyslexia Interventions with a Dynamic Reading and Writing Test |
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| Language: | English |
| Authors: | Bart Vogelaar (ORCID |
| Source: | International Journal of Psychology and Educational Studies. 2025 12(4):228-242. |
| Availability: | International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://ijpes.com/index.php/ijpes/index |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Dyslexia, Reading Tests, Writing Tests, Children, Preadolescents, Intervention, Reading Skills, Writing Skills, Alternative Assessment, Program Effectiveness, Foreign Countries |
| Geographic Terms: | Netherlands |
| ISSN: | 2148-9378 |
| Abstract: | In this study, we were interested in the effectiveness of a dynamic reading and writing test for children diagnosed with dyslexia (N = 42) aged seven to eleven. Most of all, we were interested in whether the results of a dynamic reading and writing test could predict receptiveness to clinical dyslexia intervention. This study employed a pre-test-training-post-test design with two conditions: experimental (n = 21) for trained children and control (n = 21) for children without training. Results showed that, despite the absence of statistically significant growth in accuracy scores from pre-test to post-test, children diagnosed with dyslexia could benefit from training in phonemic awareness and writing competency. Dynamic post-test accuracy scores of the subtests Context-Dependent Words, Writing Competence and Phonemic Awareness predicted receptiveness to clinical dyslexia interventions. Implications for dyslexia clinicians are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488257 |
| Database: | ERIC |
| Abstract: | In this study, we were interested in the effectiveness of a dynamic reading and writing test for children diagnosed with dyslexia (N = 42) aged seven to eleven. Most of all, we were interested in whether the results of a dynamic reading and writing test could predict receptiveness to clinical dyslexia intervention. This study employed a pre-test-training-post-test design with two conditions: experimental (n = 21) for trained children and control (n = 21) for children without training. Results showed that, despite the absence of statistically significant growth in accuracy scores from pre-test to post-test, children diagnosed with dyslexia could benefit from training in phonemic awareness and writing competency. Dynamic post-test accuracy scores of the subtests Context-Dependent Words, Writing Competence and Phonemic Awareness predicted receptiveness to clinical dyslexia interventions. Implications for dyslexia clinicians are discussed. |
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| ISSN: | 2148-9378 |
