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

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Shauna‐Marie Sobers, Hannah L. Whitehead, Konan Nana Anicet N'Goh, Mary‐Claire Ball, Fabrice Tanoh, Hermann Akpé, Kaja K. Jasińska
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引用次数: 2

Abstract

Abstract 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.
基于手机的语言和读写能力评估是低资源环境下儿童阅读技能的可靠和有效的衡量标准吗?
基于技术的远程研究方法越来越广泛,包括儿童发展和教育研究中的学习评估。然而,人们对基于技术的远程评估是否仍然像面对面评估一样有效和可靠知之甚少。我们为Côte科特迪瓦农村资源匮乏社区的小学生开发了一种基于低成本电话的语言和读写能力评估方法,使用语音电话和短信。我们将这种基于电话的评估的可靠性和有效性与既定的面对面评估进行了比较。共有685名五年级儿童亲自或通过电话完成了语言(语音意识、词汇、语言理解)和读写(字母、单词、假词、短文阅读和理解)任务。在面对面和基于电话的任务中,可靠性(内部一致性)和预测效度都很高。儿童的表现在面对面和基于电话的评估中具有中等到强烈的相关性。语音意识和词汇技能通过面对面和电话测量,显著预测了面对面和基于电话的字母、单词和假词阅读。面对面和通过电话测量的口语和解码技能显著预测了面对面和基于电话的文章阅读和理解。我们基于电话的评估是一种可靠和有效的语言和阅读测量方法,对于资源匮乏的环境也是可行的。低成本技术为衡量儿童远程学习提供了巨大的潜力,增加了教育研究中对偏远和资源匮乏人口的包容。
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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