"You give a little of yourself"

Madaio, Michael; Kamath, Vikram; Yarzebinski, Evelyn; Zasacky, Shelby; Tanoh, Fabrice; Hannon-Cropp, Joelle; Cassell, Justine; Jasińska, Kaja K.; Ogan, Amy

doi:10.1145/3314344.3332504

Cited by 17 publications

(5 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the current longitudinal study, we developed and deployed a low‐tech phone‐based language and literacy assessment for primary‐school children in Côte d'Ivoire participating in an ongoing literacy intervention study (Madaio, Kamath, et al, 2019; Madaio, Tanoh, et al, 2019; Madaio et al, 2020, 2022). We used voice calls and SMS messaging to measure language skills (phonological awareness, vocabulary, oral language comprehension) and literacy skills (letter identification, word and pseudoword reading, passage reading and comprehension).…”

Section: Introductionmentioning

confidence: 99%

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

Sobers,

Whitehead,

N'Goh

et al. 2023

Reading Research Quarterly

Self Cite

View full text Add to dashboard Cite

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. A total of 685 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 were high across in‐person and phone‐based tasks. Children's performance across in‐person and phone‐based assessments was 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 significantly predicted in‐person and phone‐based passage reading and comprehension. 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, increasing the inclusion of remote and low‐resource populations in education research.

show abstract

Section: Introductionmentioning

confidence: 99%

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

Sobers,

Whitehead,

N'Goh

et al. 2023

Reading Research Quarterly

Self Cite

View full text Add to dashboard Cite

show abstract

“…Allô Alphabet uses an interactive voice response (IVR) system to deliver voice-based lessons and quizzes in order to foster early literacy skills such as phonological awareness, and later introduce letters via SMS accessible on low-cost mobile devices (Madaio, Kamath, et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

“…In Côte d'Ivoire, one in three children report reading with their parents at home (Gulemetova et al, 2016), and children with parents who can read were more likely to be reading at grade level and completing primary education (PASEC, 2014). Interviews find that parents support their children's literacy development at home in a variety of other ways, via explicit instruction of preliteracy concepts, providing educational advice, or connecting students with older family members who could provide instructional support (Madaio, Kamath, et al, 2019). Moreover, many parents chose to support their children by "providing resources for learning," which often included pooling their resources with nearby families and paying for private tutoring at home.…”

Section: Families' Beliefs and Practices For Out-of-school Learningmentioning

confidence: 99%

“…Before the strikes, Eneza Education implemented a mobile learning technology, Allô Alphabet, designed by a team of researchers specialized in human-computer interaction and reading development, to target younger children with gaps in fundamental literacy skills (Madaio, Kamath, et al, 2019) who would be unlikely to be able to read SMS messages, unlike the users of Shupavu291 (Figure 4). A 4-month study of the efficacy of Allô Alphabet in 16 schools in eight villages (Madaio et al, 2020) coincided with the 2-month-long teacher strike.…”

Section: Case Study 2: Early Literacy Learning During Teacher Strikes In Côte D'ivoirementioning

confidence: 99%

See 1 more Smart Citation

Mobile Learning During School Disruptions in Sub-Saharan Africa

et al. 2021

Self Cite

View full text Add to dashboard Cite

School closures due to teacher strikes or political unrest in low-resource contexts can adversely affect children’s educational outcomes and career opportunities. Phone-based educational technologies could help bridge these gaps in formal schooling, but it is unclear whether or how children and their families will use such systems during periods of disruption. We investigate two mobile learning technologies deployed in sub-Saharan Africa: a text-message-based application with lessons and quizzes adhering to the national curriculum in Kenya (N = 1.3 million), and a voice-based platform for supporting early literacy in Côte d’Ivoire (N = 236). We examine the usage and beliefs surrounding unexpected school closures in each context via system log data and interviews with families about their motivations and methods for learning during the disruption. We find that mobile learning is used as a supplement for formal and informal schooling during disruptions with equivalent or higher intensity, as parents feel responsible to ensure continuity in schooling.

show abstract

“…We proposed a preregistered adaptation of nonlinguistic statistical learning tasks that are both deployable in settings with limited technological resources and culturally relevant for children in rural Côte d'Ivoire, in order to widen the breadth of L2 acquisition and statistical learning research and to help inform literacy interventions in this region (Akpé et al, 2021;Madaio et al, 2019aMadaio et al, , 2019bSeri et al, 2019;Tanoh et al, 2019). Understanding the mechanisms that underlie L2 acquisition and literacy could offer insights for improving educational outcomes for children worldwide.…”

Section: Introductionmentioning

confidence: 99%

Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools

Zinszer,

Hannon,

Kouadio

et al. 2023

Language Learning

Self Cite

View full text Add to dashboard Cite

Statistical learning is a learning mechanism that does not directly depend on knowledge of a language but predicts language and literacy outcomes for children and adults. Research linking statistical learning and literacy has not addressed a common educational context in primary schools worldwide: children who first learn to read in their second language (L2). Several studies have linked statistical learning with childhood literacy in Australia, China, Europe, and the United States, and we preregistered an adaptation for Côte d'Ivoire, where students are educated in French and speak a local language at home. We recruited 117 sixth‐graders from primary schools in several villages and tested for correlations greater than .30 between statistical learning and literacy with 80–90% power. We found no evidence for these correlations between statistical learning and literacy, but visual statistical learning was correlated with L2 phonological awareness, a crucial emergent‐literacy skill. This finding underscores the need to include L2 acquisition contexts in literacy research.

show abstract

"You give a little of yourself"

Cited by 17 publications

References 35 publications

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

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

Mobile Learning During School Disruptions in Sub-Saharan Africa

Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools

Contact Info

Product

Resources

About