This paper reports on a longitudinal study using the computer-based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. CoPS comprises eight tests of basic cognitive abilities, including phonological awareness, auditory discrimination, and short-term visual and auditoryverbal memory. A total of 421 children participated in the study. Assessment with the CoPS tests was carried out at age 5 years, and follow-up assessments using conventional tests of reading and general ability were carried out at 6 and 8 years of age.Correlations between the CoPS tests administered at age 5 and reading ability at age 8 were in the region of 0.6 for auditory-verbal memory and phonological awareness, and in the region of 0.3 for the CoPS measure of auditory discrimination as well as most of the other memory measures. Stepwise linear regression analyses showed that the CoPS tests of auditory-verbal memory and phonological awareness administered at age 5 together accounted for 50% of the variance in reading ability at age 8, compared with only 29% of the variance being attributable to intelligence. It was concluded that short-term memory is an important predictor variable for reading, in addition to the more generally acknowledged variable of phonological processing.Discriminant function analysis showed that CoPS tests provide a highly satisfactory prediction of poor reading skills, with very low or zero rates for false positives and false negatives. By contrast, a word recognition test given at age 6 was not found to predict reading at age 8 to the same degree of accuracy, resulting in an unsatisfactory false positive rate of 21%. Measures of verbal and nonverbal ability at age 6 produced unacceptably high false positive rates between 50% and 70%. These findings are discussed in relation to the prediction of children at risk of reading failure. The potential of computer-based cognitive profiling for facilitating differentiated teaching in early reading is also considered.
In a study using the literacy module from CoPS Baseline, a computerised assessment system, 153 children were assessed at an average age of 4 years 10 months, and progress in reading was followed up 12 months later. The results indicated that the computerised baseline assessment module produced a satisfactory distribution of scores across the intended age range, and the shorter adaptive form of the baseline test correlated highly (r = 0.81) with the full form. Baseline scores gave a good overall prediction of reading development over the first year of schooling (r = 0.74), regardless of the child's age. Correlations between the 8 skill/concept areas that comprise the baseline assessment and reading ability 12 months later were consistent with other findings reported in the literature. It was concluded that the objectivity that characterises computerised assessment could provide a more consistent and dependable approach to baseline assessment.
In teaching a university course designed to improve English learners’ spoken and written communication, I noticed a gap between coursebook reading and writing activities and students’ L1 practices. This led to the conclusion that coursebook activities should be supplemented to improve learners’ motivation to read and write. An investigation into using social media in the classroom (Thomas & Park, 2020) identified Instagram as a potentially suitable platform for such activities. ELT researchers have supported classroom use of Instagram, claiming its use had benefits for language learning, grammatical and lexical accuracy, and motivation (Al-Ali, 2014; Handayani, 2016; Listiani, 2016). This paper is a report on two experiments that were carried out to investigate these claims. Results showed no improvement in vocabulary memorization or grammatical and lexical accuracy. However, students were motivated by Instagram and felt it was a useful language-learning tool. In addition, a correlation was found between using the platform and engaging in activities. 大学における口頭・書面によるコミュニケーション向上のコースにて、コースブックのリーディングとライティングのアクティビティと学習者の第一言語による実生活での読み書きの活動に差異があることに着目した。これにより、コースブックのアクティビティは読み書きの学習意欲向上のために補填されるべきであるという結論に達した。このようなアクティビティのためのインスタグラム使用の有用性が示されており(Thomas & Park, 2020)、文法・語彙の正確さの習得と学習意欲の向上に有益であるとELT研究者達に支持されている(Al-Ali, 2014; Handayani, 2016; Listiani, 2016)。これらの主張を調査するため本研究では二つの実験を行った。結果は語彙の暗記と文法・語彙の正確さの習得について何ら向上を示さなかったが、学習者はインスタグラムは学習意欲を起こし、役に立つ学習ツールであると感じた。さらにインスタグラムを使用することとアクティビティに興味を惹かれるということに相関関係が見受けられた
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.