摘要：AbstractThe focus of this study is to explore the feasibility of computerized dynamic assessment (C-DA) in the context of reading comprehension and, more precisely, the effects of electronically delivering textual and visual scaffolding on L2 readers’ comprehension processes. The assessment procedure included a short reading text along with its manipulated version and visual prompts which were gradually offered upon the students’ failure to provide the correct answer. The results demonstrated that CDA could discriminate among low-achieving students with reference to their responsiveness to electronic mediation and diagnose quite vividly their underlying abilities in terms of both independent (ZAD) and assisted (ZPD) cognitive functioning.
