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The present study investigates the effectiveness of using a computerized dynamic reading comprehension test (CDRT) on Iranian EFL students with a moderate level of proficiency. Using an interventionist approach, the researchers have developed a software which provides the learners with pre-fabricated strategy-based mediations for each item. The software provides two scores for each learner; a non-dynamic score that represents the learner’s ability to answer the test without using the mediations and a dynamic score which represents the learners’ ability to answer the test items using mediations in a stepwise fashion. The results revealed that providing mediation in the form of hints contributed significantly to the increase of students` scores, and consequently to the improvement of their text comprehension. Moreover, this study confirmed that low achievers would benefit more than high achievers from a dynamic test of reading comprehension

The Differing Effect of Computerized Dynamic Assessment of L2 Reading Comprehension on High and Low Achievers