The Early Grade Reading Assessment: An Introduction

Gove, Amber; Wetterberg, Anna

doi:10.3768/rtipress.2011.bk.0007.1109.1

Cited by 16 publications

(16 citation statements)

References 61 publications

(58 reference statements)

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“…Tablet-based versions of international numeracy and literacy assessments, such as, the Early Grade Mathematics Assessment, EGMA (Brombacher, 2010) and the Early Grade Reading Assessment, EGRA (Gove and Wetterberg, 2011) have been developed by RTI international. However, these require a trained evaluator to administer questions and record individual children's responses through the tablet.…”

Section: Introductionmentioning

confidence: 99%

Can Touch Screen Tablets be Used to Assess Cognitive and Motor Skills in Early Years Primary School Children? A Cross-Cultural Study

Pitchford

Outhwaite

2016

Front. Psychol.

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Assessment of cognitive and motor functions is fundamental for developmental and neuropsychological profiling. Assessments are usually conducted on an individual basis, with a trained examiner, using standardized paper and pencil tests, and can take up to an hour or more to complete, depending on the nature of the test. This makes traditional standardized assessments of child development largely unsuitable for use in low-income countries. Touch screen tablets afford the opportunity to assess cognitive functions in groups of participants, with untrained administrators, with precision recording of responses, thus automating the assessment process. In turn, this enables cognitive profiling to be conducted in contexts where access to qualified examiners and standardized assessments are rarely available. As such, touch screen assessments could provide a means of assessing child development in both low- and high-income countries, which would afford cross-cultural comparisons to be made with the same assessment tool. However, before touch screen tablet assessments can be used for cognitive profiling in low-to-high-income countries they need to be shown to provide reliable and valid measures of performance. We report the development of a new touch screen tablet assessment of basic cognitive and motor functions for use with early years primary school children in low- and high-income countries. Measures of spatial intelligence, visual attention, short-term memory, working memory, manual processing speed, and manual coordination are included as well as mathematical knowledge. To investigate if this new touch screen assessment tool can be used for cross-cultural comparisons we administered it to a sample of children (N = 283) spanning standards 1–3 in a low-income country, Malawi, and a smaller sample of children (N = 70) from first year of formal schooling from a high-income country, the UK. Split-half reliability, test-retest reliability, face validity, convergent construct validity, predictive criterion validity, and concurrent criterion validity were investigated. Results demonstrate “proof of concept” that touch screen tablet technology can provide reliable and valid psychometric measures of performance in the early years, highlighting its potential to be used in cross-cultural comparisons and research.

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Section: Introductionmentioning

confidence: 99%

Can Touch Screen Tablets be Used to Assess Cognitive and Motor Skills in Early Years Primary School Children? A Cross-Cultural Study

Pitchford

Outhwaite

2016

Front. Psychol.

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“…Our second research question asked whether the magnitude of grade-transition loss differed by gender. Studies have shown substantial gender differences in literacy outcomes, typically benefiting girls (Gove and Cvelich, 2011; Willingham and Cole, 1997). Recent investments have focused on girls’ education in general and literacy for girls specifically, such as the UK Department for International Development’s (DFID’s) Girls’ Education Challenge and USAID’s Let Girls Learn.…”

Section: Discussionmentioning

confidence: 99%

“…In Malawi, 98% of grade 2 students and 56% of grade 4 students were unable to read a single word in English (Dowd et al., 2010; UNESCO, 2012). Results elsewhere on the continent are equally disheartening, with disturbingly low literacy outcomes identified by many countries across sub-Saharan Africa (Gove and Cvelich, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Policy makers in sub-Saharan Africa have rapidly mobilized to shift their focus from merely improving access, to ensuring that schooling translates to increases in learning outcomes. Over the past several years, real expenditure on education rose by 6% annually (Gove and Cvelich, 2011; UIS, 2011). Many countries are increasing their investments in evidence-based literacy programs.…”

Section: Introductionmentioning

confidence: 99%

“…Some studies were not designed to differentiate between whether the gender gap that existed during the school year simply carried into the summer months, or whether the magnitude of summer loss differed by gender (Slates et al., 2012). Basic gender gaps exist in many contexts, with girls outperforming boys in reading in the US (Willingham and Cole, 1997) and in sub-Saharan Africa (Gove and Cvelich, 2011). Possible explanations for the gender-differentiated summer loss results include girls’ more favourable attitudes towards recreational reading (Logan and Johnston, 2009), a higher tendency among girls to take home and read more books in the summer (Heyns, 1978) and evidence that their parents were more likely to take them to the library, although parents were found to spend more time reading to sons (Willingham and Cole, 1997).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Is ‘summer’ reading loss universal? Using ongoing literacy assessment in Malawi to estimate the loss from grade-transition breaks

Slade

Piper

Kaunda

et al. 2017

Research in Comparative and International Education

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Summer learning loss – decreased academic performance following an extended school break, typically during the period after one grade ends and before another grade starts – is a well-documented phenomenon in North America, but poorly described in sub-Saharan African contexts. In this article, we use the term ‘grade-transition break’ loss in lieu of ‘summer’ loss to refer to the period after one grade ends and before another grade starts. This study analyses data from early grade reading assessments in Malawi, estimating statistically significant average reductions of 0.38 standard deviations (SD) across several measures of reading and pre-reading skills during two grade-transition breaks. The data show the loss in reading skills during the extended breaks between grades 1 and 2 and between grades 2 and 3 in two consecutive years. The study found no gender-based differences in loss. The findings suggest a need for early grade reading interventions to develop and evaluate mitigation strategies lest significant proportions of within-year performance gains be lost over the break between academic years.

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Three Multilingual Dynamics of Indigenous Language Use that Challenge Standardized Linguistic Assessment

Limerick

2019

Language Assessment Quarterly

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The Early Grade Reading Assessment: An Introduction

Cited by 16 publications

References 61 publications

Can Touch Screen Tablets be Used to Assess Cognitive and Motor Skills in Early Years Primary School Children? A Cross-Cultural Study

Can Touch Screen Tablets be Used to Assess Cognitive and Motor Skills in Early Years Primary School Children? A Cross-Cultural Study

Is ‘summer’ reading loss universal? Using ongoing literacy assessment in Malawi to estimate the loss from grade-transition breaks

Three Multilingual Dynamics of Indigenous Language Use that Challenge Standardized Linguistic Assessment

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