Embedding preschool assessment methods into digital learning games to predict early reading skills

Abstract

The aim of this pilot study was to explore the predictive accuracy of computerbased assessment tasks (embedded within the GraphoLearn digital learning game platform) in identifying slow and normal readers. The results were compared to those obtained from the traditional paper-and-pencil tasks currently used to assess school readiness in Finland. The data were derived from a cohort of preschool-age children (mean age 6.7 years, N = 57) from a town in central Finland. A year later, at the end of first grade, participants were categorized as either slow (n = 11) or normal readers (n = 46) based on their reading scores. Logistic regression analyses indicated that computer tasks were as efficient as traditional methods in predicting reading outcomes, and that a single computer-based task-the letter-sound knowledge task,-provided an easy method of accurately predicting reading achievement (sensitivity 95.7%; specificity 81.8%). The study has practical implications in classrooms.

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

“…The presented results are in line with previous encouraging findings of screening reading difficulties predictively by preliteracy CBA/GBA measures of phonological awareness, letter knowledge, and related cognitive skills (Carson et al., 2014; Puolakanaho & Latvala, 2017). Thus, we conclude that assessing reading skills and screening reading difficulties is possible with rather simple and short online game-based tasks and an immediate and automatic scoring system, providing, therefore, a great opportunity to develop, update, and facilitate reading assessment globally.…”

“…This study demonstrates that reading difficulties of primary school students, traditionally identified by individually administrated reading skill assessment in the paper-and-pencil form, can be reliably identified by corresponding GBA tasks, aligning with previous findings with highly matching PPT and CBA assessments (Kingston, 2009; Wang et al., 2008), group-delivered computerized assessments (DeGraff, 2005; Protopapas et al., 2008), and a predictive screening for dyslexia risk with GBA assessments (Carson et al., 2014; Puolakanaho & Latvala, 2017). Our results were especially encouraging for identifying reading difficulty in terms of performance measured in raw scores: With the predefined 95% sensitivity level, we maintained the high specificity value of 91% even when including both reading fluency and accuracy criteria for reading difficulty.…”

“…In an another study in which investigation focused on using GBA assessments of preschoolers to determine how well these reading skill-related assessments predicted the reading status of below 40 percentile according the PPT assessments conducted at the end of first grade, a specificity of 70% was reported for 90% sensitivity (Clemens et al., 2015). Finally, a study predicting reading fluency difficulties ( N = 11) from preschool GBA to first grade PPT assessment results ( N = 57), Puolakanaho and Latvala (2017) obtained the sensitivity of 95.7% with the specificity of 81.8% by using only a single test of letter–sound knowledge. Importantly, their study was conducted in the same transparent orthography (Finnish) as in the present study, suggesting that reading fluency can be reliably assessed by GBA in Finnish.…”

“…The identification accuracy of the studies by Carson et al. (2014) and Puolakanaho and Latvala (2017) qualify for a diagnostic test (Spitalnic, 2004) and, thus, represent clearly the state of the art of GBA technology for predicting reading difficulties in children.…”

“…Importantly, their study was conducted in the same transparent orthography (Finnish) as in the present study, suggesting that reading fluency can be reliably assessed by GBA in Finnish. The identification accuracy of the studies by Carson et al (2014) and Puolakanaho and Latvala (2017) qualify for a diagnostic test (Spitalnic, 2004) and, thus, represent clearly the state of the art of GBA technology for predicting reading difficulties in children.…”