A systematic review was conducted to explore research on the Dynamic assessments (DA) of phonological awareness and decoding, aimed at early identification and intervention for children with reading difficulties. We focused on studies utilizing DA within the Response to intervention (RTI) model and examined key considerations for implementing DA in Japan. We collected 19 studies published by May 2024, of which seven integrated the RTI model. The results showed that tasks differed depending on the outcome, and it seems essential to create tasks in Japan considering the characteristics of kana letters and the developmental process of reading. Furthermore, regarding combining RTI and DA, DA was conducted for all participants or only some of the participants in others. Consequently, when implementing DA at Japanese schools, it is imperative to consider the children to be targeted and the issues involved in implementation.
Asako Kameyama (2025) studied this question.