Essay On Dynamic Phonological Awareness

The present study were novel in establishing that the unique power of dynamic assessment of phonological awareness might predict spelling performance independently of English learning experience. Most of previous studies revealed that a lack of language learning experience at the beginning of kindergarten could affect performance on evaluations of phonological awareness and lead to children being identified as at risk for reading disability (Bridges & Catts, 2011; Castles & Coltheart, 2004). There are three reasons that can be explained that why conducts a dynamic assessment of phonological awareness in EFL environment. First, few studies have assessed the validity of a dynamic phonological awareness in young EFL learners. A dynamic phonological awareness test may be a fair for these students, who would have performed poorly in static assessment and would have been misidentified as learning disabled simply due to

The static phonological awareness task cannot identify EFL learners who may have trouble in learning to read or spelling. In fact, static assessment is often used by teachers based on its rapid and convenient features, but it is difficult to realize whether low language performance on a language measure is due to lack of language learning experiences or language learning disabilities. In contrast, the present study shows that the dynamic phonological awareness can provide EFL learners more opportunities to demonstrate their learning potential for early literacy success. Obviously, in the present study, most EFL students who lacking of English learning experience could truly try obtain assistances through the dynamic assessment of phonological awareness. If students did not make any progress during the period of dynamic assessment, they could consider in taking more accurate and specific diagnosis in relation to reading