Rapid online assessment of reading ability

Yeatman, Jason D.; Tang, Kenny An; Donnelly, Patrick; Yablonski, Maya; Ramamurthy, Mahalakshmi; Karipidis, Iliana I.; Caffarra, Sendy; Takada, Megumi E.; Kanopka, Klint; Ben-Shachar, Michal; Domingue, Benjamin W.

doi:10.1038/s41598-021-85907-x

Cited by 20 publications

(55 citation statements)

References 62 publications

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“…The evidence that LD can capture variations in the pathways for visual word recognition is clear, but the major issue remains whether LD can provide an informative assessment of reading skills. Previous studies have had mixed results (Gijsel et al, 2004; van Bon et al, 2004; Yeatman et al, 2021). In second and third graders, LD is highly correlated with other standardized oral reading outcomes, with high test-retest reliability (van Bon et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…One criticism of fluency assessment, however, is that it calls for the mapping of orthographic input to phonological output, which is unnecessary for silent reading. The Lexical Decision (LD), a classic psycholinguistics paradigm requiring participants to classify visually presented stimuli as words or pseudowords, has emerged as an alternative assessment (Gijsel et al, 2004; van Bon et al, 2004; Yeatman et al, 2021) possibly more diagnostic of the orthographic-to-lexical route involved in silent reading comprehension (Holmes, 2009; Martens & de Jong, 2006; Perfetti, 2007). Here, we investigate whether a fast computerized LD task may shed light on the origins of inter-individual variability in reading fluency.…”

Section: Introductionmentioning

confidence: 99%

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Why do young readers vary in reading fluency? The impact of word length and frequency in French 6th graders

Lubineau¹,

Watkins²,

Glasel³

et al. 2023

Preprint

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Purpose: Which processes induce variations in reading speed in young readers with the same amount of education, but different levels of reading fluency? Here, we tested a prediction of the dual-route model: as fluency increases, these variations may reflect a decreasing reliance on decoding and an increasing reliance on the lexical route. Method: 1,500 French 6th graders passed a one-minute speeded reading-aloud task evaluating fluency, and a 10-minute computerized lexical decision task evaluating the impact of word length, word frequency and pseudoword type. Results: As predicted, the word length effect varied dramatically with reading fluency, with the least fluent group showing a length effect even for frequent words. The frequency effect also varied, but solely in proportion to overall slowness, suggesting that frequency affects the decision stage in all readers, while length impacts poor readers disproportionately. Response times and errors were also affected by pseudoword type (e.g. letter substitutions or transpositions), but these effects did not vary much with fluency. Overall, lexical decision variables were excellent predictors of reading fluency (r=0.62). Conclusion: Our results call attention to middle-school reading difficulties and encourage the use of lexical decision as a test of students' mental lexicon and the automatization of reading.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Why do young readers vary in reading fluency? The impact of word length and frequency in French 6th graders

Lubineau¹,

Watkins²,

Glasel³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Given the variety of developmental behavioral work and the limited resources for online adaptations available, questions arise regarding the validity of these adaptations. Several attempts have been made to compare in-person and remote work (Sheskin and Keil, 2018;Rhodes et al, 2020;Yeatman et al, 2021), which highlighted some important questions. Considerations for task design, stimulus presentation, attention maintenance, and results interpretation are all crucial to ensure a study's validity.…”

Section: Validity Of Online Adaptationsmentioning

confidence: 99%

“…Confirming existing behavioral norms online for widely used behavioral assessments would greatly benefit this process. More and more studies designed for online testing start to confirm the possibility of getting highly reliable results online in adults (Crump et al, 2013) and children (Sheskin and Keil, 2018), even when the task is pretty different from the initial measure (Yeatman et al, 2021).…”

Section: Validity Of Online Adaptationsmentioning

confidence: 99%

Designing Virtual, Moderated Studies of Early Childhood Development

et al. 2021

Self Cite

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With increased public access to the Internet and digital tools, web-based research has gained prevalence over the past decades. However, digital adaptations for developmental research involving children have received relatively little attention. In 2020, as the COVID-19 pandemic led to reduced social contact, causing many developmental university research laboratories to close, the scientific community began to investigate online research methods that would allow continued work. Limited resources and documentation of factors that are essential for developmental research (e.g., caregiver involvement, informed assent, controlling environmental distractions at home for children) make the transition from in-person to online research especially difficult for developmental scientists. Recognizing this, we aim to contribute to the field by describing three separate moderated virtual behavioral assessments in children ranging from 4 to 13years of age that were highly successful. The three studies encompass speech production, speech perception, and reading fluency. However varied the domains we chose, the different age groups targeted by each study and different methodological approaches, the success of our virtual adaptations shared certain commonalities with regard to how to achieve informed consent, how to plan parental involvement, how to design studies that attract and hold children’s attention and valid data collection procedures. Our combined work suggests principles for future facilitation of online developmental work. Considerations derived from these studies can serve as documented points of departure that inform and encourage additional virtual adaptations in this field.

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“…In the information society, the radiation range of computer networks and digital technology is becoming wider and wider, which has become a necessity for people's daily communication and reading [1][2][3][4][5][6][7]. For the younger generation growing up with the Internet, known as the "net generation," online reading has become one of the indispensable reading methods [8,9].…”

Section: Introductionmentioning

confidence: 99%

Analysis of Children’s Online Reading Behavior Oriented for Family Education

Cai

2022

Scientific Programming

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Aiming at the problem of supply-demand matching of online reading, an analysis method of children’s online reading behavior oriented for family education has been put forward. The data-based classification method is constructed to classify the sample population by statistical methods, and the traditional index classification is carried out by using K-medoids clustering and logistic regression analysis. The matching degree of population classification is discussed through comparison. R language and Mplus are used to analyze the data for the objective classification of the sample data set. Based on the reading response behavior of children’s online reading users, a differential item functioning (DIF) test of socioeconomic status is carried out. At the same time, the population is divided by traditional economic classification indicators to carry out a DIF test and explore the differences in the reading ability of different classification groups. By comparing the results of the two grouping methods, the main family socioeconomic status factors affecting reading performance are explored and targeted countermeasures are put forward. The experimental results show that when analyzing children’s online reading behavior, using machine learning algorithms such as cluster analysis, logistic regression analysis, and so on can get consistent results and then using the DIF test to explore the responses of category groups can effectively distinguish group differences.

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Rapid online assessment of reading ability

Cited by 20 publications

References 62 publications

Why do young readers vary in reading fluency? The impact of word length and frequency in French 6th graders

Why do young readers vary in reading fluency? The impact of word length and frequency in French 6th graders

Designing Virtual, Moderated Studies of Early Childhood Development

Analysis of Children’s Online Reading Behavior Oriented for Family Education

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