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

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Title: Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?
Authors: Sobers, Shauna‐Marie1, Whitehead, Hannah L.1, N'Goh, Konan Nana Anicet2, Ball, Mary‐Claire1, Tanoh, Fabrice3, Akpé, Hermann2,4, Jasińska, Kaja K.1,5 kaja.jasinska@utoronto.ca
Source: Reading Research Quarterly (John Wiley & Sons, Inc.). Oct2023, Vol. 58 Issue 4, p733-754. 22p. 2 Color Photographs, 5 Charts, 2 Graphs.
Subject Terms: *Learning assessment, *Reading ability testing, *Child development, *Education research, *Research methodology
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. 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. [ABSTRACT FROM AUTHOR]
Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?
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  Data: <searchLink fieldCode="AR" term="%22Sobers%2C+Shauna‐Marie%22">Sobers, Shauna‐Marie</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Whitehead%2C+Hannah+L%2E%22">Whitehead, Hannah L.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22N'Goh%2C+Konan+Nana+Anicet%22">N'Goh, Konan Nana Anicet</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Ball%2C+Mary‐Claire%22">Ball, Mary‐Claire</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Tanoh%2C+Fabrice%22">Tanoh, Fabrice</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Akpé%2C+Hermann%22">Akpé, Hermann</searchLink><relatesTo>2,4</relatesTo><br /><searchLink fieldCode="AR" term="%22Jasińska%2C+Kaja+K%2E%22">Jasińska, Kaja K.</searchLink><relatesTo>1,5</relatesTo><i> kaja.jasinska@utoronto.ca</i>
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  Data: 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. 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Oct2023
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