Volume 17, No. 1, 2022Dynamic Assessment of Contextual Analysis in Fourth Grade Students: A Pilot Study AUTHOR:
ABSTRACT Purpose: The purpose of this study was to pilot a dynamic assessment of contextual analysis on low-income, fourth-grade students. A prior assessment, the Dynamic Assessment of Morphological Analysis (Larsen & Nippold, 2007), was modified to develop the Dynamic Assessment of Vocabulary In Context (DAVIC) for the current study. The primary objective of the DAVIC is to use graduated prompts aimed at context clues to assess the word-learning ability of fourth-grade students. Method: Twenty-eight, typically developing English-speaking, fourth-grade children were grouped according to their performance (Pass or Non-Pass) on a standardized assessment. All participants were assessed using the DAVIC in which a series of five graduated prompts were presented until they were able to appropriately define a word from context. Results: Using graduated prompts aimed at context clues can reveal a range of abilities regarding the amount of support a child needs to derive word meaning. Conclusion: Clinical implications about the use of graduated prompts to measure word learning are discussed. DOI: DOWNLOAD FULL ARTICLE |