Computer-based assessment of reading ability and subtypes of readers with reading comprehension difficulties: a study in French children from G2 to G9

Auphan, Pauline; Écalle, Jean; Magnan, Annie

doi:10.1007/s10212-018-0396-7

Cited by 17 publications

(12 citation statements)

References 48 publications

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“…Out of these, five studies were conducted on children and one with an adult population. Other related publications also exist, but these do not investigate how well computerized measures predict external reading measures or clinical diagnosis (e.g., Auphan, Ecalle, & Magnan, 2019;Elhassan, Crewther, Bavin, & Crewther, 2015;Isa et al, 2017;Merrell & Tymms, 2007;Piza, de Macedo, Miranda, & Bueno, 2014;Rello, Williams, Ali, White, & Bigham, 2016;Sprenger-Charolles, Col e, B echennec, & Kipffer-Piquard, 2005). Singleton, Thomas, and Horne (2000) assessed English-speaking children longitudinally at 5 and 8 years of age to study how reliably future reading problems can be predicted by computerized assessment methods.…”

Section: Introductionmentioning

confidence: 99%

Identification of Reading Difficulties by a Digital Game-Based Assessment Technology

Hautala

Heikkilä

Nieminen

et al. 2020

Journal of Educational Computing Research

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Computerized game-based assessment (GBA) system for screening reading difficulties may provide substantial time and cost benefits over traditional paper-and-pencil assessment while providing means also to individually adapt learning content in educational games. To study the reliability and validity of a GBA system to identify struggling readers performing below a standard deviation from mean in paper-and-pencil test either in raw scores and grade-normative scores, a large-scale study with first to fourth grade students ( N = 723) was conducted, where GBA was administrated as a group test by tablet devices. Overall, the results indicated that the GBA can be successfully used to identify students with reading difficulties with acceptable reliability. Although the reliability of the results were at a very good level overall, the identification was even better in the reading fluency than in reading accuracy and in terms of raw scores than in grade-normative scores. These findings are the first to demonstrate the promise of GBA in assessing reading skills reliably and in a cost-efficient manner in classrooms. Furthermore, the developed GBA is directly applicable to an educational game for successfully supporting reading development of learners with varying levels of reading skill.

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Section: Introductionmentioning

confidence: 99%

Identification of Reading Difficulties by a Digital Game-Based Assessment Technology

Hautala

Heikkilä

Nieminen

et al. 2020

Journal of Educational Computing Research

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“…Instrumental learning, especially in regards to difficulties in reading and literacy, is one of the main concerns of research on the psychology of education (Lloyd et al, 2009;Alanazi, 2017;Alenizi, 2019;Auphan et al, 2019;Hughes et al, 2018). Numerous programs for improving reading and/or reading difficulty prevention have emerged from research on reading and literacy from the perspective of the psychology of education, and their impact on improving children's learning has been analyzed (Vellutino and Scanlon, 2002;Papadopoulos et al, 2004;Hatcher et al, 2006).…”

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confidence: 99%

How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions

et al. 2020

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Frontiers in Psychology | www.frontiersin.org March 2020 | Volume 11 | Article 439 Duque et al.Educational Psychology Impact on Special Needs use these actions to create shared learning spaces between mainstream and special schools. The improvement of the educational opportunities for a greater number and greater diversity of students with special needs evidences the social impact of research based on key contributions of the psychology of education.Keywords: social impact, psychology of education, special educational needs, interactive groups, dialogic literary gatherings Frontiers in Psychology | www.frontiersin.org absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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“…A more complete version, including the two dimensions, would then be available for administration to older children in subsequent grades. Using the same linguistic material as is employed in computerbased assessments of reading, word reading (Auphan et al, 2019), and comprehension (Beauvais et al, 2018), vocabulary will be another important reading-related skill which can be examined in order to define the profiles and difficulties of readers. In such an approach, it will be possible to take account of both parameters, namely speed and accuracy.…”

Section: Limitations and Further Researchmentioning

confidence: 99%

Vocabulary Assessment With Tablets in Grade 1: Examining Effects of Individual and Contextual Factors and Psychometric Qualities

et al. 2021

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A tablet application was designed to assess children’s receptive vocabulary in French using a classical four-choice picture paradigm and 240 words which varied in word frequency. Results showed (1) an effect of socio-demographic zone, with lower correct response scores and longer reaction times for children in disadvantaged areas, (2) an effect of word frequency, with higher correct response scores and shorter reaction times for frequent words than for rare words, and (3) an effect of age and gender on correct responses in favor of girls and older children. More interestingly, an interaction effect on correct responses revealed that for rare words, the difference between girls and boys was higher, again in favor of girls, in the normal socio-demographic zones. We used an Item Response Theory analysis to examine the psychometric qualities of each item. This then allowed us to select two shortened equivalent versions of the test which were very closely matched to certain psychometric properties. In the same way as other reading-related skills assessed using new technologies (computer or tablet), receptive vocabulary with its two parameters of speed and accuracy can be integrated as an important component of reading ability.

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Computer-based assessment of reading ability and subtypes of readers with reading comprehension difficulties: a study in French children from G2 to G9

Cited by 17 publications

References 48 publications

Identification of Reading Difficulties by a Digital Game-Based Assessment Technology

Identification of Reading Difficulties by a Digital Game-Based Assessment Technology

How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions

Vocabulary Assessment With Tablets in Grade 1: Examining Effects of Individual and Contextual Factors and Psychometric Qualities

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