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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
Language: English
Authors: Bart Vogelaar (ORCID 0000-0002-5131-2480), Mirjam de Vreeze-Westgeest (ORCID 0000-0003-2449-8272), Sara Mata (ORCID 0000-0002-4648-013X), Francisca Serrano (ORCID 0000-0001-9000-6892)
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
FullText Text:
  Availability: 0
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  Data: Predicting the Receptiveness to Clinical Dyslexia Interventions with a Dynamic Reading and Writing Test
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  Data: <searchLink fieldCode="AR" term="%22Bart+Vogelaar%22">Bart Vogelaar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5131-2480">0000-0002-5131-2480</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mirjam+de+Vreeze-Westgeest%22">Mirjam de Vreeze-Westgeest</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2449-8272">0000-0003-2449-8272</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sara+Mata%22">Sara Mata</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4648-013X">0000-0002-4648-013X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Francisca+Serrano%22">Francisca Serrano</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9000-6892">0000-0001-9000-6892</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Psychology+and+Educational+Studies%22"><i>International Journal of Psychology and Educational Studies</i></searchLink>. 2025 12(4):228-242.
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  Data: 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
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Tests%22">Writing Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preadolescents%22">Preadolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+Assessment%22">Alternative Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 2148-9378
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  Data: 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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      – Text: English
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        PageCount: 15
        StartPage: 228
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      – SubjectFull: Dyslexia
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      – SubjectFull: Reading Tests
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      – SubjectFull: Writing Tests
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      – SubjectFull: Children
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      – SubjectFull: Preadolescents
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      – SubjectFull: Intervention
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      – SubjectFull: Reading Skills
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      – SubjectFull: Writing Skills
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      – SubjectFull: Alternative Assessment
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Foreign Countries
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      – TitleFull: Predicting the Receptiveness to Clinical Dyslexia Interventions with a Dynamic Reading and Writing Test
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