Assessments of children's reading difficulties

The data used in this qualitative research study is secondary data from the client files of the children who were assessed at the training facility of an institution of higher learning. Deductive content analysis was used to analyse the data which consist of all the sections that were used for analysis from the client reports.These sections include the observations of the assessors when standardised reading assessments and dynamic assessment of reading was conducted. They demonstrate the value of dynamic assessment in providing additional information of a child's reading ability, in comparison to the information gained from using standardised assessments only. Pseudonyms were used in order to protect the identities and maintain confidentiality of the children whose reading assessments were analysed.