Dynamic assessment as a screening tool for early identification of reading disabilities: a latent change score approach

We examined whether dynamic decoding assessment (DDA) predicts growth in word reading skill during first grade using latent change score models. In addition, we compared classification accuracy of the DDA to static measures for identifying students at risk for reading disabilities (RD) designated using the dual discrepancy criteria. At the beginning of first grade, students (N = 104) were assessed on the DDA and static measures of word reading,...