Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

486
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
486
Assessment of Ventilation II: Respiratory Depth and Rhythm01:29

Assessment of Ventilation II: Respiratory Depth and Rhythm

2.1K
Respiratory Depth
Respiratory depth measures the volume of air inhaled or exhaled during a breath. It can vary from shallow to deep and typically remains consistent when a person is at rest or asleep. Occasionally, individuals will automatically inhale deeply, known as sighing, which inflates the lungs with more air than normal breathing.
To assess respiratory depth, observe the degree of chest excursion or movement:
2.1K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Predicting Children's Long-Term Knowledge of Taught Words and Transfer Words After a Morphological Vocabulary Intervention.

Language, speech, and hearing services in schools·2023
Same author

Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction: a longitudinal study from kindergarten through grade 2.

Annals of dyslexia·2018
Same author

Does a Dynamic Test of Phonological Awareness Predict Early Reading Difficulties?

Journal of learning disabilities·2015
Same author

Does repeated reading predict reading development over time? A study of children from Grade 3 to 4.

Scandinavian journal of psychology·2014
Same author

Dyslexia in a second language?-a dynamic test of reading acquisition may provide a fair answer.

Annals of dyslexia·2012

Related Experiment Video

Updated: Dec 9, 2025

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

8.7K

Predicting Response to Vocabulary Intervention Using Dynamic Assessment.

Anna S Gellert1, Elisabeth Arnbak2

  • 1Department of Nordic Studies and Linguistics, University of Copenhagen, Denmark.

Language, Speech, and Hearing Services in Schools
|September 10, 2020
PubMed
Summary
This summary is machine-generated.

Predicting student response to morphological vocabulary intervention is possible using static assessments. Dynamic assessments further improve prediction accuracy for better intervention targeting.

More Related Videos

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.1K
Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment
06:48

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

9.6K

Related Experiment Videos

Last Updated: Dec 9, 2025

Assessing Dyslexia at Six Year of Age
15:00

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

8.7K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

1.1K
Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment
06:48

Lexical Decision Task for Studying Written Word Recognition in Adults with and without Dementia or Mild Cognitive Impairment

Published on: June 25, 2019

9.6K

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.