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

Autor/inn/en	Sobers, Shauna-Marie; Whitehead, Hannah L.; N'Goh, Konan Nana Anicet; Ball, Mary-Claire; Tanoh, Fabrice; Akpé, Hermann; Jasinska, Kaja K.
Titel	Is a Phone-Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low-Resource Settings?
Quelle	In: Reading Research Quarterly, 58 (2023) 4, S.733-754 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sobers, Shauna-Marie) ORCID (Whitehead, Hannah L.) ORCID (N'Goh, Konan Nana Anicet) ORCID (Ball, Mary-Claire) ORCID (Tanoh, Fabrice) ORCID (Akpé, Hermann) ORCID (Jasinska, Kaja K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.511
Schlagwörter	Elementary School Students; Grade 5; Literacy Education; Evaluation; Reading Skills; Telecommunications; Foreign Countries; Measures (Individuals); Reliability; Validity; Disadvantaged Environment; Language Skills; Synchronous Communication; Phonological Awareness; Vocabulary Skills; Oral Language; Decoding (Reading); Technology Uses in Education; Cote d'Ivoire + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Evaluierung; Reading skill; Lesefertigkeit; Telekommunikationstechnik; Ausland; Messdaten; Reliabilität; Gültigkeit; Language skill; Sprachkompetenz; Aktiver Wortschatz; Oral interpretation; Mündlicher Sprachgebrauch; Dekodierung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01