Abstract
Dynamic assessment is the process of identifying qualitative characteristics such as children’s learning capabilities and potentials, focusing on the process rather than the quantitative outcome of learning. It is also differentiated from static evaluation in that it proceeds in multiple stages to observe learning process and strategies. This study provides a short-term word definition learning experience as a mediated learning intervention in the dynamic assessment process of test-teach-retest to identify differences and characteristics between normal children and children with poor reading skills. A total of 20 first and second graders participated in this study: 10 typically developing children and 10 poor readers. Children took part in a dynamic assessment task of word definition learning that consisted of a test-mediated learning experience-retest task. Results indicated that poor readers made significantly lower scores in retest and modifiability scales. Dynamic assessment and modifiability scales showed potential as tools that inform the qualitative information. Then, the limitations of the study and suggestions for follow-up studies were discussed.
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