The unique predictive value of dynamic assessment of ideogram characters learning for chinese children learning to read

The unique predictive value of dynamic assessment of ideogram characters learning for chinese children learning to read

First Author: Yan Gan -- Beijing Normal University
Additional authors/chairs: 
Yi Hui; Jiawen Zhang; Yueyao Jiang; Yongqiang Su; Hong Li
Keywords: Dynamic assessment, Chinese children, Decoding, (Chinese) characters, early identification
Abstract / Summary: 

Purpose: Dynamic assessment (DA) examines the process of learning as well as its products, which made significant applying in early identification of reading difficulty studies. In this longitudinal study, we created a dynamic character learning task to measure the learning potential of characters reading skill for Chinese children by integrating paired association learning with the graduated prompting paradigm. Additionally, we investigated the predictive value of DA for Chinese children's characters reading skill.

Method: The participants of the study included 145 first grade Chinese children. Each of six unfamiliar ideogram characters were introduced with four graduated explicit sound and semantic prompts. A set of traditional static tests was also administered in the fall (Time 1) and spring (Time 2). We examined the unique prediction validity of DA for Chinese first grade children’s characters reading ability with traditional static predictors (phonological awareness, morphological awareness, and rapid naming ability) controlled.

Results: Results showed that DA uniquely explained 24%, 21%, and 7% respectively in character recognition, 1-minute characters reading fluency, and character naming fluency at Time 1, and similar results pattern was observed at Time 2. Results of logistic regression demonstrated that DA was a significant predictor of children’s decoding status (poor vs. typically developing) across the two time points. Including DA into regression model improved the prediction validity of model, with area under the curve (AUC) values, sensitivity and specificity increased.

Conclusions: The findings suggest that DA of ideogram characters learning is a promising approach to early identify decoding difficulty of young Chinese students.