Purpose: To investigate the value of a dynamic assessment of morphological analysis for predicting longer-term responsiveness to a morphological vocabulary intervention.
Method: 111 fifth-graders participated in a morphological vocabulary intervention of 24 sessions and outperformed participants in a trained control group on measures of knowledge of taught and untaught morphologically transparent words immediately after the intervention as well as at follow-up ten months after the intervention finished (Gellert et al., in press). Before the intervention we administered traditional tests of word knowledge along with a combined static and dynamic assessment of morphological analysis. In the static part of this assessment the child had to define morphologically transparent pseudowords (not taught during the intervention). In the dynamic part of the assessment the examiner re-administered all the items the child had failed on the static part and for each item used a series of prompts.
Results: Results from regression analyses indicated that the dynamic part of the assessment of morphological analysis added significantly to the prediction of children’s longer-term outcomes of the intervention over and above the static part of this assessment as well as the traditional tests of word knowledge.
Conclusions: This follow-up study documents the added value of a dynamic assessment of morphological analysis to forecast students’ outcomes ten months after a morphological vocabulary intervention. These results extend previous results from the same study that documented that the dynamic assessment of morphological analysis similarly added to the prediction of students’ immediate response to the intervention (Gellert & Arnbak, 2020).
Dynamic assessment
Morphological awareness
Vocabulary
Response to Intervention