Dynamic Assessment of Reading Comprehension Ability: Group or Individualized

Tayebeh Fani; Mojgan Rashtchi

doi:doi:10.11648/j.edu.20150406.11

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Dynamic Assessment of Reading Comprehension Ability: Group or Individualized

Tayebeh Fani, Mojgan Rashtchi

Published in Education Journal (Volume 4, Issue 6)

Received: 28 June 2015 Accepted: 9 July 2015 Published: 7 December 2015

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Abstract

According to Dynamic Assessment (DA) the goals of understanding individuals’ abilities and boosting their development are dialectically unified. The possibility of enhancing English as a Foreign Language (EFL) learners' reading comprehension ability through dynamic procedures which can be used both individually and collaboratively has scarcely been investigated. This study compared the impact of Individualized and Group DA on reading comprehension ability of EFL learners. One hundred and twenty-four undergraduate female students assigned to three experimental groups and a control group took part in the present study. The meditational protocols used in the intervention programs were based on Campione and Brown’s Graduated Prompt Moves Protocol (GPMP). The study revealed that mediation in Concurrent and Cumulative Group DA, as well as Individualized DA positively affected the Iranian EFL learners’ reading comprehension ability. However, although participants receiving Individualized DA outperformed the participants receiving Group DA, the difference among the effects of the three DA approaches was not significant. The present study proved the feasibility of DA in the large group setting as well as with the individuals.

Published in	Education Journal (Volume 4, Issue 6)
DOI	10.11648/j.edu.20150406.11
Page(s)	325-331
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Dynamic Assessment, Group DA, Individualized DA, Reading Comprehension Ability, EFL

References

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[3]	Alavi, S. M., Kianpanah, Sh., & Shabani, K. (2012). Group dynamic assessment: An inventory of mediational strategies for teaching listening. The Journal of Teaching Language Skills (JTLS), 3(4), 27-58.
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APA Style

Tayebeh Fani, Mojgan Rashtchi. (2015). Dynamic Assessment of Reading Comprehension Ability: Group or Individualized. Education Journal, 4(6), 325-331. https://doi.org/10.11648/j.edu.20150406.11

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Tayebeh Fani; Mojgan Rashtchi. Dynamic Assessment of Reading Comprehension Ability: Group or Individualized. Educ. J. 2015, 4(6), 325-331. doi: 10.11648/j.edu.20150406.11

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Tayebeh Fani, Mojgan Rashtchi. Dynamic Assessment of Reading Comprehension Ability: Group or Individualized. Educ J. 2015;4(6):325-331. doi: 10.11648/j.edu.20150406.11

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@article{10.11648/j.edu.20150406.11,
  author = {Tayebeh Fani and Mojgan Rashtchi},
  title = {Dynamic Assessment of Reading Comprehension Ability: Group or Individualized},
  journal = {Education Journal},
  volume = {4},
  number = {6},
  pages = {325-331},
  doi = {10.11648/j.edu.20150406.11},
  url = {https://doi.org/10.11648/j.edu.20150406.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150406.11},
  abstract = {According to Dynamic Assessment (DA) the goals of understanding individuals’ abilities and boosting their development are dialectically unified. The possibility of enhancing English as a Foreign Language (EFL) learners' reading comprehension ability through dynamic procedures which can be used both individually and collaboratively has scarcely been investigated. This study compared the impact of Individualized and Group DA on reading comprehension ability of EFL learners. One hundred and twenty-four undergraduate female students assigned to three experimental groups and a control group took part in the present study. The meditational protocols used in the intervention programs were based on Campione and Brown’s Graduated Prompt Moves Protocol (GPMP). The study revealed that mediation in Concurrent and Cumulative Group DA, as well as Individualized DA positively affected the Iranian EFL learners’ reading comprehension ability. However, although participants receiving Individualized DA outperformed the participants receiving Group DA, the difference among the effects of the three DA approaches was not significant. The present study proved the feasibility of DA in the large group setting as well as with the individuals.},
 year = {2015}
}

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TY  - JOUR
T1  - Dynamic Assessment of Reading Comprehension Ability: Group or Individualized
AU  - Tayebeh Fani
AU  - Mojgan Rashtchi
Y1  - 2015/12/07
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150406.11
DO  - 10.11648/j.edu.20150406.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 325
EP  - 331
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20150406.11
AB  - According to Dynamic Assessment (DA) the goals of understanding individuals’ abilities and boosting their development are dialectically unified. The possibility of enhancing English as a Foreign Language (EFL) learners' reading comprehension ability through dynamic procedures which can be used both individually and collaboratively has scarcely been investigated. This study compared the impact of Individualized and Group DA on reading comprehension ability of EFL learners. One hundred and twenty-four undergraduate female students assigned to three experimental groups and a control group took part in the present study. The meditational protocols used in the intervention programs were based on Campione and Brown’s Graduated Prompt Moves Protocol (GPMP). The study revealed that mediation in Concurrent and Cumulative Group DA, as well as Individualized DA positively affected the Iranian EFL learners’ reading comprehension ability. However, although participants receiving Individualized DA outperformed the participants receiving Group DA, the difference among the effects of the three DA approaches was not significant. The present study proved the feasibility of DA in the large group setting as well as with the individuals.
VL  - 4
IS  - 6
ER  -

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Author Information

Tayebeh Fani

Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran
Mojgan Rashtchi

North Tehran Branch, Islamic Azad University, Tehran, Iran

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APA Style

Tayebeh Fani, Mojgan Rashtchi. (2015). Dynamic Assessment of Reading Comprehension Ability: Group or Individualized. Education Journal, 4(6), 325-331. https://doi.org/10.11648/j.edu.20150406.11

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ACS Style

Tayebeh Fani; Mojgan Rashtchi. Dynamic Assessment of Reading Comprehension Ability: Group or Individualized. Educ. J. 2015, 4(6), 325-331. doi: 10.11648/j.edu.20150406.11

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AMA Style

Tayebeh Fani, Mojgan Rashtchi. Dynamic Assessment of Reading Comprehension Ability: Group or Individualized. Educ J. 2015;4(6):325-331. doi: 10.11648/j.edu.20150406.11

Copy | Download

@article{10.11648/j.edu.20150406.11,
  author = {Tayebeh Fani and Mojgan Rashtchi},
  title = {Dynamic Assessment of Reading Comprehension Ability: Group or Individualized},
  journal = {Education Journal},
  volume = {4},
  number = {6},
  pages = {325-331},
  doi = {10.11648/j.edu.20150406.11},
  url = {https://doi.org/10.11648/j.edu.20150406.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150406.11},
  abstract = {According to Dynamic Assessment (DA) the goals of understanding individuals’ abilities and boosting their development are dialectically unified. The possibility of enhancing English as a Foreign Language (EFL) learners' reading comprehension ability through dynamic procedures which can be used both individually and collaboratively has scarcely been investigated. This study compared the impact of Individualized and Group DA on reading comprehension ability of EFL learners. One hundred and twenty-four undergraduate female students assigned to three experimental groups and a control group took part in the present study. The meditational protocols used in the intervention programs were based on Campione and Brown’s Graduated Prompt Moves Protocol (GPMP). The study revealed that mediation in Concurrent and Cumulative Group DA, as well as Individualized DA positively affected the Iranian EFL learners’ reading comprehension ability. However, although participants receiving Individualized DA outperformed the participants receiving Group DA, the difference among the effects of the three DA approaches was not significant. The present study proved the feasibility of DA in the large group setting as well as with the individuals.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Dynamic Assessment of Reading Comprehension Ability: Group or Individualized
AU  - Tayebeh Fani
AU  - Mojgan Rashtchi
Y1  - 2015/12/07
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150406.11
DO  - 10.11648/j.edu.20150406.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 325
EP  - 331
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20150406.11
AB  - According to Dynamic Assessment (DA) the goals of understanding individuals’ abilities and boosting their development are dialectically unified. The possibility of enhancing English as a Foreign Language (EFL) learners' reading comprehension ability through dynamic procedures which can be used both individually and collaboratively has scarcely been investigated. This study compared the impact of Individualized and Group DA on reading comprehension ability of EFL learners. One hundred and twenty-four undergraduate female students assigned to three experimental groups and a control group took part in the present study. The meditational protocols used in the intervention programs were based on Campione and Brown’s Graduated Prompt Moves Protocol (GPMP). The study revealed that mediation in Concurrent and Cumulative Group DA, as well as Individualized DA positively affected the Iranian EFL learners’ reading comprehension ability. However, although participants receiving Individualized DA outperformed the participants receiving Group DA, the difference among the effects of the three DA approaches was not significant. The present study proved the feasibility of DA in the large group setting as well as with the individuals.
VL  - 4
IS  - 6
ER  -

Copy | Download