The Unique Predictive Value of Dynamic Assessment of Character Decoding in Reading Development of Chinese Children from Grades 1 to 2

Autor/inn/en	Gan, Yan; Zhang, Jie; Kharabi-Yamato, Lana; Su, Yongqiang; Zhang, Jiawen; Jiang, Yueyao; Hui, Yi; Li, Hong
Titel	The Unique Predictive Value of Dynamic Assessment of Character Decoding in Reading Development of Chinese Children from Grades 1 to 2
Quelle	In: Scientific Studies of Reading, 27 (2023) 3, S.215-231 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Jie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2022.2143271
Schlagwörter	Foreign Countries; Reading Skills; Reading Instruction; Grade 1; Grade 2; Elementary School Students; Decoding (Reading); Mandarin Chinese; Orthographic Symbols; Prediction; Emergent Literacy; China + Suchen Sie Ihr Suchwort? Ausland; Reading skill; Lesefertigkeit; Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Dekodierung; Vorhersage; Frühleseunterricht
Abstract	Purpose: This 2-year longitudinal study examined the unique prediction of a dynamic assessment (DA) of character decoding on Chinese early reading development, and further explored whether learning potential, as assessed by DA, predicts subsequent character reading development in a sample of 135 native Mandarin-speaking Chinese students from first grade to second grade. Method: Latent Growth Modeling was carried out to examine the prediction of DA administered in grade 1 for the character reading growth in Chinese children from grade 1 to 2. Growth Mixture Modeling was used to identify latent-class groups with varying learning potential based on the trial-by-trial progresses on DA, and predicted the distal outcome, Chinese character reading. Results: DA uniquely predicted the final level and growth rate of character reading for Chinese children from grade 1 to 2 after controlling for traditional static predictors. Additionally, three latent groups were identified to characterize different responsiveness to graduated prompts in the DA task; the three latent groups showed significant differences in character reading over time. Conclusion: The findings underscore the importance of DA in predicting Chinese children's early reading development and the classification validity of learning potential subgroups of DA in differentiating early character reading development in Chinese children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01