YEAR-LONG BALANCED READING WRITING TUTORIAL - A DESIGN EXPERIMENT USED FOR DYNAMIC ASSESSMENT/

Sixteen children referred for severe reading problems in first grade p articipated in a year-long individual tutorial, The tutorial, which wa s designed to bring children up to expected level based on ability and grade in reading and writing, lasted from the end of first grade to t he end of second grade, Growth curve analyses for the group on measure s of orthographic and phonological coding, word identification of real words, word attack of pseudowords, reading comprehension, letter auto maticity, and spelling showed that gains were significantly greater th an chance, Growth curves for the group were marginally significant for written composition, Individual subject analysis revealed that most c hildren were treatment responders (i.e., growth significantly greater than chance) on most of the measures and all reached expected levels, based on ability or grade, on some of the measures, Results have impli cations for analysis of response to intervention in reading and writin g as a form of dynamic assessment.