This article describes the application of a dynamic, or process assessment, model for children with reading problems. The purpose of the investigation was to evaluate individual differences in the number of learning trials needed by 36 children (mean age = 7.2) to reach criterion on training words during phonics instruction on two short vowels. Furthermore, the study investigated the extent to which such a process measure of learning rate during training was related to learning outcomes or products (i.e., retention and posttest performance). Findings are discussed in light of their implications for assessment and educational research or practice.
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