Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties

Abstract

In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a different problem solving step. Results showed that based on the number of prompts required from each protocol different patterns of problem solving could be identified, and further four profiles of instructional needs could be distinguished. The results provide starting points for individualized instruction and support the use of dynamic testing procedures in educational settings.