Dynamic Assessment of Reading Comprehension Ability: Group or Individualized
Education Journal
Volume 4, Issue 6, November 2015, Pages: 325-331
Received: Jun. 28, 2015; Accepted: Jul. 9, 2015; Published: Dec. 7, 2015
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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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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.
Dynamic Assessment, Group DA, Individualized DA, Reading Comprehension Ability, EFL
To cite this article
Tayebeh Fani, Mojgan Rashtchi, Dynamic Assessment of Reading Comprehension Ability: Group or Individualized, Education Journal. Vol. 4, No. 6, 2015, pp. 325-331. doi: 10.11648/j.edu.20150406.11
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