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

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.