Please enter verification code
Dynamic Assessment of Reading Comprehension Ability: Group or Individualized
Education Journal
Volume 4, Issue 6, November 2015, Pages: 325-331
Received: Jun. 28, 2015; Accepted: Jul. 9, 2015; Published: Dec. 7, 2015
Views 4707      Downloads 159
Tayebeh Fani, Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran
Mojgan Rashtchi, North Tehran Branch, Islamic Azad University, Tehran, Iran
Article Tools
Follow on us
According to Dynamic Assessment (DA) the goals of understanding individuals’ abilities and boosting their development are dialectically unified. The possibility of enhancing English as a Foreign Language (EFL) learners' reading comprehension ability through dynamic procedures which can be used both individually and collaboratively has scarcely been investigated. This study compared the impact of Individualized and Group DA on reading comprehension ability of EFL learners. One hundred and twenty-four undergraduate female students assigned to three experimental groups and a control group took part in the present study. The meditational protocols used in the intervention programs were based on Campione and Brown’s Graduated Prompt Moves Protocol (GPMP). The study revealed that mediation in Concurrent and Cumulative Group DA, as well as Individualized DA positively affected the Iranian EFL learners’ reading comprehension ability. However, although participants receiving Individualized DA outperformed the participants receiving Group DA, the difference among the effects of the three DA approaches was not significant. The present study proved the feasibility of DA in the large group setting as well as with the individuals.
Dynamic Assessment, Group DA, Individualized DA, Reading Comprehension Ability, EFL
To cite this article
Tayebeh Fani, Mojgan Rashtchi, Dynamic Assessment of Reading Comprehension Ability: Group or Individualized, Education Journal. Vol. 4, No. 6, 2015, pp. 325-331. doi: 10.11648/
Ableeva, R. (2008). The effects of dynamic assessment on L2 listening comprehension. In J. P. Lantolf & M. E. Poehner (Eds.), Socio-cultural theory and the teaching of second languages (pp. 57-86). London, UK: Equinox.
Ajideh, P., & Nourdad, N. (2012).The immediate and delayed effect of dynamic assessment on EFL reading ability. English Language Teaching, 5(12), 141-151. doi:10.5539/elt.v5n12p141
Alavi, S. M., Kianpanah, Sh., & Shabani, K. (2012). Group dynamic assessment: An inventory of mediational strategies for teaching listening. The Journal of Teaching Language Skills (JTLS), 3(4), 27-58.
Antón, M. (2003). Dynamic assessment of advanced foreign language learners. Paper presented at the American Association of Applied Linguistics, Washington, D.C.
Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42, 576-598. doi: 10.1111/j.1944-9720.2009.01030.x
Birjandi, P., Daftarifard, P., & Lange, R. (2011). The effects of dynamic assessment on Rasch item and person hierarchies in second language testing. International Journal of Language Studies (IJLS), 5(1), 125-140.
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178. doi:10.1207/s15327809jls0202_2
Campione, J. C., & Brown, A. L. (1987). Linking dynamic testing with school achievement. In C. S. Lidz (Ed.), Dynamic testing (pp. 82–115). New York, NY: Guilford Press.
Campione, J. C., Brown, A. L., Ferrera, R. A., & Bryant, N. R. (1984). The zone of proximal development: Implications for individual differences and learning. In B. Rogoff & J. V. Wertsch (Eds.), Children’s learning in the ‘zone of proximal development’ (pp.77-92). San Francisco, CA: Jossy-Bass.
Cioffi, G., & Carney, J. (1983). Dynamic assessment of reading disabilities. The Reading Teacher, 36, 764-768.
Davin, K. J. (2011). Group dynamic assessment in an early foreign language learning program: Tracking movement through the zone of proximal development (Unpublished doctoral dissertation). University of Pittsburgh, Pittsburgh, Pennsylvania.
Feuerstein, R., Feuerstein, R. S., & Falik, L. H. (2010). Beyond smarter: Mediated learning and the brain’s capacity for change. New York, NY: Teachers College Press.
Feuerstein, R., Rand, Y., & Hoffman, M. B. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore, MD: University Park Press.
Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL QUARTERLY, 37(2), 247-273. doi:10.2307/3588504
Haywood, H.C., & Lidz, C.S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge, UK: Cambridge University Press.
Kozulin, A., & Garb, E. (2002). Dynamic assessment of EFL text comprehension of at-risk students. School Psychology International, 23, 112-127.
Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics, 1(1), 49-72. doi:10.1558/japl.
Lantolf, J.P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for L2 development. Language Teaching Research, 15(11), 11-33.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Lidz, C.S., & Elliott, J.G. (2000). Dynamic assessment: Prevailing models and applications. Amsterdam, Netherlands: Elsevier.
Naeini, J. (2013). Graduated prompts and mediated learning experience: A comparative study of the effects of two approaches of dynamic assessment on the reading comprehension of Iranian EFL learners (Unpublished doctoral dissertation). Islamic Azad University, Science and Research Branch, Tehran, Iran.
Naeini, J. & Duvall, E. (2012). Dynamic assessment and the impact on English language learners’ reading comprehension performance. Language Testing in Asia, 2 (2), 1-22.
Pishghadam, R., Barabadi, E. & Mehri Kamrood, A. (2011). The differing effect of computerized dynamic assessment of L2 reading comprehension on high and low achievers. Journal of Language Teaching and Research, 2(6), 1353-1358. doi:10.4304/jltr.2.6.1353-1358
Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting second language development. Berlin, Germany: Springer.
Poehner, M. E. (2009). Group Dynamic Assessment: Mediation for the L2 classroom. TESOL QUARTERLY, 43 (3), 471-491.
Tajeddin, Z., & Tayebipour, F. (2012). The effect of dynamic assessment on EFL learners' acquisition of request and apology. The Journal of Teaching Language Skills (JTLS), 4 (2), 87-118.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186