Dynamic assessment of L2 learners' reading comprehension processes: A Vygotskian perspective

The focus of this study is to explore the feasibility of computerized dynamic assessment (C-DA) in the context of comprehension and, more precisely, the effects of electronically delivering textual and visual scaffolding on L2 readers' comprehension processes. The assessment procedure included a short reading text along with its manipulated version and prompts which were gradually offered upon the students' failure to provide the correct answer. The results demonstrated that C-DA could discriminate among low-achieving students with reference to their responsiveness to electronic mediation and diagnose quite vividly their underlying abilities in terms of both independent (ZAD) and assisted (ZPD) cognitive functioning. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the 4th International Conference of Cognitive Science