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Vol. 5 No. 1 (2025)

April 2025

Dynamic and Conventional Testing of Reading and Writing in Typically Developing Children and Children Diagnosed with Dyslexia

  • Mirjam de Vreeze - Westgeest
  • Sara Mata
  • Francisca Serrano
  • Jochanan Veerbeek
  • Bart Vogelaar

Journal of School and Educational Psychology, Vol. 5 No. 1 (2025), 10 April 2025 , Page 1-17
https://doi.org/10.47602/josep.v5i1.68 Published: 10-02-2025

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Abstract

This study aimed to evaluate the effectiveness of a dynamic reading and writing test in typically developing children and children diagnosed with dyslexia. In addition, this study analysed the patterns of relations between the dynamic reading and writing test with conventional tests of reading, writing and intelligence. A pre-test-training-post-test design was employed with a control condition (n = 37) receiving training after the post-test and an experimental condition (n = 43) receiving training after the pre-test. During training, children engaged in dynamic reading and writing tasks under the guidance of an adult. The training process involved visual materials and verbal explanations to enhance learning and comprehension. Generally, both typically developing children and children diagnosed with dyslexia showed equal levels of improvement from the pre-test to the post-test. Specifically, the experimental group demonstrated a training effect in the Prosodic Awareness subtest. Moreover, the dynamic reading and writing measures were associated with the conventional reading and spelling measures and intelligence. Implications for education and clinical dyslexia interventions are discussed.

Keywords:
  • dynamic testing
  • reading
  • writing
  • dylexia
  • training
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How to Cite

de Vreeze - Westgeest, M., Mata, S., Serrano, F., Veerbeek, J., & Vogelaar, B. (2025). Dynamic and Conventional Testing of Reading and Writing in Typically Developing Children and Children Diagnosed with Dyslexia. Journal of School and Educational Psychology, 5(1), 1–17. https://doi.org/10.47602/josep.v5i1.68
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Journal of School and Educational Psychology (JOSEP) is an international and open-access journal oriented toward publishing high-quality papers in the area of the school and educational psychology and publishes original, primary psychological research pertaining to education across all ages and educational levels. The JOSEP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental health, and achievement-related outcomes; assessment; and consultation. Papers reflect theory, research, and the practice of school and educational psychology.

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