Dynamic Assessment of Reading Difficulties
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| Format: | Artículo científico |
| Langue: | en |
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Universidad del País Vasco/Euskal Herriko Unibertsitatea
2012
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| _version_ | 1876473269792538624 |
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| author | Juan-José Navarro |
| author_facet | Juan-José Navarro |
| contents | Dynamic Assessment of Reading Difficulties Juan-José Navarro Joaquín Mora Psicología Dynamic assessment reading difficulties reading comprehension This article describes the changes produced in a group of students with reading difficulties (RD) in response to the experimental application of a dynamic assessment device of the processes involved in reading (EDPL). The sample consists of 133 students of 9-16 years with RD (60 in the experimental group and 73 in the control group). The design is a pretest/posttest for impact evaluation. Analysesallow differentiated information on the impact of the EDPL device depending on the previously established degree of difficulty; empirically setting the population that would get more benefits from its application in the school context. The results show significant improvements in reading comprehension,personal-social adjustment and intelligence in the students who have greater difficulties both in specific domains and in intelligence. Likewise, the analysis provides information about the mechanisms that might explain the improvements. 2012 artículo científico 1136-1034 https://www.redalyc.org/articulo.oa?id=17523162001 en http://www.redalyc.org/revista.oa?id=175 Revista de Psicodidáctica application/pdf Universidad del País Vasco/Euskal Herriko Unibertsitatea Revista de Psicodidáctica (España) Num.1 Vol.17 |
| format | Artículo científico |
| id | redalyc_17523162001 |
| institution | Redalyc |
| language | en |
| publishDate | 2012 |
| publisher | Universidad del País Vasco/Euskal Herriko Unibertsitatea |
| spellingShingle | Dynamic Assessment of Reading Difficulties Juan-José Navarro Psicología Dynamic assessment reading difficulties reading comprehension Dynamic Assessment of Reading Difficulties Juan-José Navarro Joaquín Mora Psicología Dynamic assessment reading difficulties reading comprehension This article describes the changes produced in a group of students with reading difficulties (RD) in response to the experimental application of a dynamic assessment device of the processes involved in reading (EDPL). The sample consists of 133 students of 9-16 years with RD (60 in the experimental group and 73 in the control group). The design is a pretest/posttest for impact evaluation. Analysesallow differentiated information on the impact of the EDPL device depending on the previously established degree of difficulty; empirically setting the population that would get more benefits from its application in the school context. The results show significant improvements in reading comprehension,personal-social adjustment and intelligence in the students who have greater difficulties both in specific domains and in intelligence. Likewise, the analysis provides information about the mechanisms that might explain the improvements. 2012 artículo científico 1136-1034 https://www.redalyc.org/articulo.oa?id=17523162001 en http://www.redalyc.org/revista.oa?id=175 Revista de Psicodidáctica application/pdf Universidad del País Vasco/Euskal Herriko Unibertsitatea Revista de Psicodidáctica (España) Num.1 Vol.17 |
| title | Dynamic Assessment of Reading Difficulties |
| topic | Psicología Dynamic assessment reading difficulties reading comprehension |
| url | https://www.redalyc.org/articulo.oa?id=17523162001 |