Predicting Response to Vocabulary Intervention Using Dynamic Assessment.

Area of Science:

• Educational Psychology
• Linguistics
• Special Education

Background:

• Effective vocabulary intervention is crucial for students with limited word knowledge.
• Morphological awareness plays a significant role in vocabulary acquisition.
• Predicting intervention response can optimize educational resource allocation.

Purpose of the Study:

• To evaluate the predictive accuracy of traditional static assessments for response to morphological vocabulary intervention.
• To determine if dynamic assessment enhances the prediction of intervention outcomes.
• To identify effective predictors for classifying students' responsiveness to intervention.

Main Methods:

• Secondary analysis of a randomized trial involving 111 fifth-grade students.
• Assessing response to intervention through changes in definitions of morphologically transparent words.
• Utilizing static measures (vocabulary, morphology knowledge, morphological analysis) and dynamic assessment as predictors.

Main Results:

• Static pretest measures explained over half of the variance in intervention response.
• Static assessment of morphological analysis was the strongest single predictor.
• Dynamic assessment significantly improved overall prediction and early classification of responders.

Conclusions:

• Static morphological measures offer acceptable prediction of intervention response.
• Dynamic assessment provides added predictive value for morphological vocabulary interventions.
• Early identification of student responders can inform tailored educational strategies.