Predicting The Receptiveness to Clinical Dyslexia Interventions with A Dynamic Reading and Writing Test

Abstract

In this study, we were interested in the effectiveness of a dynamic reading and writing test for children diagnosed with dyslexia (N = 42) aged seven to eleven. Most of all, we were interested in whether the results of a dynamic reading and writing test could predict receptiveness to clinical dyslexia intervention. This study employed a pre-test-training-post-test design with two conditions: experimental (n = 21) for trained children and control (n = 21) for children without training. Results showed that, despite the absence of statistically significant growth in accuracy scores from pre-test to post-test, children diagnosed with dyslexia could benefit from training in phonemic awareness and writing competency. Dynamic post-test accuracy scores of the subtests Context-Dependent Words, Writing Competence and Phonemic Awareness predicted receptiveness to clinical dyslexia interventions. Implications for dyslexia clinicians are discussed.