Research Framework of the Impact of Online Dynamic Assessment on Science Reading Comprehension of Students in a Remote Mountain Region

Abstract

The purpose of this study was to discuss the impact of online dynamic assessment of reading comprehension on science (DARCS) on fifth and sixth grade elementary school students in a remote mountain region, and to analyze the students’ reading performance and reading awareness. The quasi-experimental design method was employed in this research. The subjects were divided into two experimental groups, the online dynamic assessment groups (reading-while-listening group and silent reading group) and a control group using traditional paper assessment. Research results provided useful insight to the reading comprehension effectiveness for socially disadvantaged school children living in mountain regions, in hopes that these children may benefit from research conclusions and that teachers may adjust teaching and instruction methods accordingly.