Dynamic assessment of children at risk of developing dyslexia whose mother tongue differs from the language of school instructions

The bachelor's thesis deals with dynamic assessment and its use in different clinical groups, with the greatest emphasis on a group of younger school-aged children whose mother tongue is different from the language taught at primary school and who are at risk of dyslexia. The aim of this paper is to describe the benefits and effectiveness of using dynamic assessment with individuals from the target clinical group. The contrast between dynamic and static methods is described in the thesis. The literature overview focuses on the definition of dynamic assessment, the theories underlying it and its use in clinical groups. It further describes and defines the concept of dyslexia, the risks of dyslexia and its possible causes. The last chapter of the literature overview discusses the benefits of using dynamic assessment with children at risk of dyslexia with a different mother tongue than the language of instructions at primary school. The empirical part presents a research proposal that aims to determine which assessment approach, static or dynamic, is more accurate in predicting the risk of dyslexia in children whose mother tongue differs from the language of school instructions and also the language in which the child would be diagnosed by default