Using tablet technology in preschool and early kindergarten for the identification of children at risk for reading difficulties

Guerrero, Sibylla Leon; Ozernov‐Palchik, Ola; Gonzalez, Michelle; Zuk, Jennifer; Gaab, Nadine

doi:10.4324/9781315143040-28

Cited by 1 publication

(1 citation statement)

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“…Smartphone and tablet-based literacy assessments are increasingly used. For example, Guerrero, Ozernov-Palchik, Gonzalez, Zuk and Gaab (2019) developed an early literacy screener intended to be delivered via a tablet app. Their work examined the effectiveness of a self-administered pre-literacy screener on pre-school and kindergarten children.…”

Section: Using Technology To Assess Literacy Skillsmentioning

confidence: 99%

Is a Phone-Based Language and Literacy Assessment a Reliable and Valid Measure of Children’s Reading Skills in Low-Resource Settings?

Sobers¹,

Anicet²,

Tanoh³

et al. 2021

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Technology-based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology-based remote assessments remain as valid and reliable as in-person assessments. We developed a low-cost phone-based language and literacy assessment for primary-school children in low-resource communities in rural Côte d’Ivoire using voice calls and SMS. We compared the reliability and validity of this phone-based assessment to an established in-person assessment.679 5th grade children completed language (phonological awareness, vocabulary, language comprehension) and literacy (letter, word, pseudoword, passage reading and comprehension) tasks in-person and by phone. Reliability (internal consistency) and predictive validity was high across in-person and phone-based tasks. In-person and phone-based assessments were moderately to strongly correlated. Phonological awareness and vocabulary skills measured in-person and by phone significantly predicted in-person and phone-based letter, word and pseudoword reading. Oral language and decoding skills measured in-person and by phone also significantly predicted in-person and phone-based passage reading and comprehension scores.Our phone-based assessment was a reliable and valid measure of language and reading and feasible for low-resource settings. Low-cost technologies offer significant potential to measure children’s learning remotely, contributing to greater inclusion of remote and low-resource populations in education research.

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Section: Using Technology To Assess Literacy Skillsmentioning

confidence: 99%