Reading Assessment Research Articles

Understanding the influence of children’s mental health, cognitive development, and environmental factors on learning outcomes in Chile

Mental health, cognitive development, and social background are related to educational success. While growing evidence is available in cultural settings other than Western countries, more knowledge is needed, especially regarding interactions among these dimensions. Rather than studying isolated factors, we propose an integrated approach to consider the diverse interrelated dimensions influencing children’s learning. Life course theory supports this approach underlying the role of early events in subsequent life paths and the multidisciplinary nature of these events. The sample consisted of 610 children (49.1% male) attending first grade. The children completed reading, mathematics, and visuospatial working memory (VWM) assessments. Parents completed the Strengths and Difficulties Questionnaire (SDQ-P) and reported their demographic information. A multilevel path model was estimated, including direct relationships between (i) children’s socioemotional behavior (SEB) and learning, (ii) VWM and learning, and (iii) SEB and VWM. The effects of sex and maternal education were also controlled. School and student level variances were modeled. At the school level, VWM, reading, and mathematics have variance, whereas SEB does not. At the student level, VWM, SEB, and maternal education have significant and differential effects on learning. Hyperactivity and peer problems were negatively related to reading and mathematics, while emotional problems were not, and conduct problems exhibited mixed results. These results reinforce developmental life course approaches, that is, from the beginning of schooling, promoting positive mental health can improve children’s learning outcomes.

Teachers’ Perceptions and Practices of Integrating Critical Thinking Skills when Teaching Reading

The aim of this study is to explore teachers’ perceptions and practices of instilling critical thinking skills in reading instruction, to enhance students’ reading comprehension. It also identifies perceived challenges that hinder the practice of critical thinking skills in reading classes. Methodology. The research was carried out at Hawassa University in Ethiopia, using a descriptive survey design and an explanatory mixed-methods approach to collecting data. Forty out of a total of fifty-two English educators and three reading teachers participated in this study. The questions were randomly selected. Texts used in quizzes, mid-term exams and final exams were chosen, to evaluate the texts in which teachers integrated critical thinking skills into classroom reading activities and assessments. Quantitative data was gathered through questionnaires, while qualitative data was obtained through document analysis. Statistical analysis was conducted using Statistical Package for the Social Sciences (SPSS), version 24, and content analysis was used for the qualitative data. Results. The survey results revealed that teachers had a moderate level of perception with regard to integrating critical thinking skills (m=3.59) and identified student-related challenges (m= 3.76) as significant obstacles to the practice of critical thinking skills. The results of document analysis indicated that the practice of critical thinking skills was infrequent. It can be concluded that teachers' conceptual perception at moderate level was not sufficient to incorporate critical thinking skills into reading instruction in order to enhance students' reading comprehension. Therefore, it is imperative to train teachers in the integration of critical thinking skills in an interactive reading curriculum to motivate and engage students and help them comprehend reading skills in greater depth. Further research is recommended to explore the impact of teachers' perceptions of critical thinking skills on students' reading comprehension.

“What’s the Use?”: Undoing, Decolonizing, Liberating, and Righting Literacies Assessment in Turbulent Times

In this conceptual paper, we draw upon Ahmed (2019) and ask “what’s the use of assessment?” The Reimagining Literacies Assessment knowledge mobilization project contributes examples from research and pedagogy in classrooms with young children, in a Cree language immersion program, in anti-racist creative writing classrooms, and in research in reading instruction and assessment. Undoing, decolonizing, liberating, righting become concepts to think through the use of assessment and to propose critically urgent and emergent questions, practices, and possibilities for students and teachers.

INTEGRATING AI-BASED SPEECH RECOGNITION TECHNOLOGY TO ENHANCE READING ASSESSMENTS WITHIN MOROCCO’S TaRL PROGRAM

This study examined the integration of artificial intelligence-powered speech recognition technology within early reading assessments in Morocco’s Teaching at the Right Level (TaRL) program. The purpose was to evaluate the effectiveness of an automated speech recognition tool compared to traditional paper- based assessments in improving reading skills among 100 Moroccan first to third-graders. The mixed- method approach combined pre-post standardized reading tests with qualitative feedback. Results showed students receiving the AI-enabled speech recognition assessments demonstrated significant gains in reading achievement compared to peers assessed via traditional methods. Qualitative findings revealed benefits of instant feedback and enhanced engagement provided by the speech recognition tool. This study contributes timely empirical evidence on adopting learning technologies, specifically AI-driven automated speech assessment instruments, to enhance foundational literacy development within under-resourced education systems implementing student-centered pedagogical techniques like TaRL. It provides valuable insights and guidance for integrating innovative speech analysis tools within localized teaching and learning frameworks to strengthen early reading instruction and monitoring.

Comparative Study of GenAI (ChatGPT) vs. Human in Generating Multiple Choice Questions Based on the PIRLS Reading Assessment Framework

ABSTRACTHuman‐generated multiple‐choice questions (MCQs) are commonly used to ensure objective evaluation in education. However, generating high‐quality questions is difficult and time‐consuming. Generative artificial intelligence (GenAI) has emerged as an automated approach for question generation, but challenges remain in terms of biases and diversity in training data. This study aims to compare the quality of GenAI‐generated MCQs with humans‐created ones. In Part 1 of this study, 16 MCQs were created by humans and GenAI individually with alignment to the Progress in International Reading Literacy Study (PIRLS) assessment framework. In Part 2, the quality of MCQs generated was assessed based on the clarity, appropriateness, suitability, and alignment to PIRLS by four assessors. Wilcoxon rank sum tests were conducted to compare GenAI versus humans generated MCQs. The findings highlight GenAI's potential as it was difficult to differentiate from human created questions and offer recommendations for integrating AI technology for the future.

WASHBACK EFFECTS OF ONLINE ASSESSING STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT

The Covid-19 pandemic has altered the educational landscape. This is due to the fact that traditional classroom learning has been replaced with online learning. Even if the learning and assessment take place at home, teachers must be able to offer an effective learning process and assessment. The impact of testing on teaching and learning is known as washback. Teachers appear to play a significant part in developing different types of washback by examining the probable positive and negative washback that tests may cause at the micro and macro levels. In other words, the teachers' beliefs play an important role in influencing the washback effect. This study aims at explaining washback effect of online students’ assessment on reading comprehension in narrative text. Secondly, to describe students’ engagement in following online learning and assessing of reading comprehension. It employed qualitative method and descriptive research design. Data collection techniques used observation, online reading test, interview, and documentation. Meanwhile, data analysis techniques implemented data reduction, data display, data verification. The research participants were 32 the seventh graders of an Islamic secondary school in Semarang regency. The results show that narrative reading text used folklore digital storytelling namely The Crying Stone. The reading comprehension test consisted of forty items, they were short answer, close test, true or false, vocabulary development, matching, and references. Based on the data, there are two types of washback effects namely negative washback effect and positive washback effect. Positive and negative washback effect covered formative assessment and summative assessment. They are included assessment as learning, assessment for learning, and assessment of learning. Positive washback effects made students have eagerness to be autonomous learners. Students had high motivation and well-prepared in joining reading class. Meanwhile students had difficulties in learning and follow the reading assessment because of bad internet connection as negative washback. Sometimes some parents were not able to buy internet data package.

A Study on the Effects of Memory Training and Speech Processing Intervention on Children's Working Memory and Speech Skills: Based on the Perspective of Brain and Cognitive Science

The present study examined the effect of phonological processing and working memory intervention on the verbal working memory and phonological skills of children with Specific reading disorders. Ten participants between 7 to 10 years of age who met ICD 10 criteria for specific reading disorders, were assigned to an experimental group, or a control group. Intelligence screening was done using the Colored Progressive Matrices. Pre - test and post - test measures were the Test of Memory for Children (TOMC) and Informal Reading Assessment (IRA). The intervention group received 30 sessions of phonological processing intervention and working memory intervention. The control group received no intervention. Post - test assessments included TOMC and IRA. Participants who had received the intervention showed more improvement than controls. The majority of the participants in the experimental group performed higher post - intervention.

A new neuropsychological tool for simultaneous reading and executive functions assessment: initial psychometric properties.

The development of reading and complex executive functions is fundamental for achieving social, academic, and professional success. So far, there is no single neuropsychological instrument that comprehensively assesses the domains of inhibitory control, cognitive flexibility, working memory, and reading comprehension. To assess executive functions related to reading, the "Assessment of Reading and Executive Functions" (AREF) was developed. In this study, we show initial evidence of validity and reliability for four subtests - Graphophonological-Semantic Flexibility, Inhibitory Control, Flexibility, and Working Memory. A total of 93 students from 4th to 9th grade, aged 8-14, in public (n = 61) and private (n = 32) schools were evaluated. Tasks from the AREF instrument, as well as measures of reading comprehension, inhibitory control, cognitive flexibility, working memory, and intelligence, were administered. Correlations between AREF scores and the other measures were performed to assess external construct validity. Performance differences between school groups on AREF subtests were analyzed using ANOVA, t-test, and Mann-Whitney tests, and the internal consistency of the instrument's tasks was evaluated using Cronbach's alpha coefficient. The scores of the AREF subtests demonstrated significant positive correlations with reading measures (ranging from 0.339 to 0.367) and executive functions (ranging from 0.209 to 0.396). Significant differences were found in the performance of some AREF tasks when comparing individuals from public and private schools, as well as between 4th and 5th graders compared to students in higher grades. The internal consistency of the tasks was low for Graphophonological-Semantic Flexibility (Cronbach's α = 0.566), moderate for Inhibitory Control and Flexibility (Cronbach's α = 0.768), and high for Working Memory (Cronbach's α = 0.881). The results provide initial evidence of construct validity and reliability for the AREF subtests. It is expected that this new neuropsychological test will contribute to the assessment of reading skills and executive functions, assisting in guiding clinical and educational interventions for individuals with and without neurodevelopmental disorders.

A longitudinal study on the predictors of early grades learning attainments in low-and-middle-income countries: Evidence from Tanzania

Strands of evidence from high-income countries has consistently indicated that early learning attainments predict later learning achievements. However, less are known about these issues from low-and-middle-income countries, particularly from the sub-Saharan region. This longitudinal study examined the extent to which children’s school-entry (N = 597; mean age = 6.34 years) early reading and early math skills predicted their later learning achievement in a low-income country, Tanzania. Further, given the existing disparities of quality of educational services, families’ income, and early learning achievements, the sample included children and families from both rural and urban contexts. Data were collected using Measure of Early Learning Environments (MELE) for controlling of school quality, Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA) for children’s tests, and parents’ questionnaire for home-related variables. Controlling for family socioeconomic status, intervention status, urbanicity settings, and parental education, findings indicated that school-entry math skills were significantly predictive of children’s end of Grade 2 reading and math achievement. However, while school-entry early reading skills predicted end of Grade 2 reading achievement, it did not predict later math achievements. This article extends research on links between elements of transition to school and later achievement across countries, thus, its implications are discussed.

Examining Relationships Between Sub-Components of Reading in Xitsonga

Reading is developed over time and involves the interaction of both simple and complex skills characterised by a hierarchical sequence of foundational reading skills. However, research has shown that children who do not acquire mastery of foundational reading skills have limited chances of acquiring reading success. This study examines the relations between sub-components of reading in Xitsonga and their impact on Grade 1 learners’ reading ability. It also aims to identify which early reading skills predict later reading accomplishment. Data in this study was obtained from 75 Grade 1 learners in the Limpopo Province. The early-grade reading assessment tool adapted to Xitsonga was used to test the learners’ foundational reading skills: phonological and phonemic awareness, letter-sound knowledge, word reading, oral reading fluency and reading comprehension skills. The results present a compelling relationship between the subcomponents of reading and show that deficits in the development of foundational reading skills negatively impact learners’ ability to read. Regression analysis showed that oral reading fluency was the only significant predictor of reading comprehension. Hence, there is a need for reading to be taught and learned consciously in alphabetic languages to help learners develop their early reading skills, which play important roles in the acquisition of reading.

Caregivers’ reports of the home literacy environments of children with developmental language disorder and typically developing peers during the COVID-19 pandemic

Purpose Children with developmental language disorder (DLD) are at heightened risk for reading difficulty. We investigated the home literacy environments of kindergarten children with DLD and typically developing (TD) peers during the COVID-19 pandemic. Method We analysed scores from standardised assessments of oral language, nonverbal intelligence, and word reading in conjunction with home literacy questionnaire data at three time points. Result Frequency of engagement in home literacy activities did not differ by group during school closures or when schools reopened. Caregivers from both groups reported increased home literacy engagement during closures. Engagement returned to pre-pandemic levels when schools reopened. For the DLD group, the child’s word reading ability and interest in literacy were positively associated with the home literacy environment. Family history of language and/or literacy difficulty was negatively associated with the home literacy environment. For the TD group, only the child’s interest in literacy was positively associated with the home literacy environment. Conclusion These findings elucidate the need for further research related to home literacy and families of children with DLD, with a focus on identifying potential strengths and vulnerabilities related to child and caregiver factors.

The Effect of Picture Word Card Media on Beginning Reading Ability at Grade II Students Of SDN 09 Koto Baru

Education The problem with learning Indonesian is students' lack of interest in reading. The use of media in learning is also inappropriate. Through this problem, the aim of this research is to overcome the low initial reading ability, so interesting and appropriate media is needed so that students can easily understand the material. The researcher will apply picture word card media. The type of research used is experiment, Pre Experimental Design. The population in this study was all class II students totaling 24 students. The development of the instrument used is a reading test in accordance with the initial reading assessment rubric. The data collection technique used was an initial test (pre-test) and a final test (post-test). The data analysis technique for this research uses the Normality Test and hypothesis testing. Based on the results of the Wilxocon test which obtained a significance of 0.000<0.05, it can be concluded that there is an influence of picture word card media on the initial reading ability of class II students at SDN 09 Koto Baru.

Academic achievement in English: Minority home language students in early French immersion

Aims and Objectives: Increasingly, students who speak a minority language at home (minority-L1) enroll in Early French Immersion in Canada. A frequent question is the extent to which they develop academic abilities in English. Accordingly, this study asks: (a) Do a similar percentage of minority-L1 students meet provincial standards for academic achievement when tested in English when they attend French immersion compared to English language of instruction? (b) What are the outcomes for minority-L1 students with relatively low English proficiency? and (c) What factors contribute to minority L1-students’ academic achievement when evaluated through English? Methods: We compared performance on province-wide assessments of English reading, writing, and mathematics for Grade 3, minority-L1 students enrolled in French immersion ( n = 196) and in English ( n = 169). Data and Analysis: Chi-square analyses compared the percentage of participants meeting the provincial standard in each academic domain in French immersion and English programs. Predictors of performance within two English proficiency groups ( low and not low) were investigated using binary logistic regression analyses. Findings and Conclusions: In each domain, a similar percentage of minority-L1 students in French immersion and in English met the provincial standard, illustrating that immersion programs are suitable for minority-L1 students. Logistic regression revealed some overlap in individual difference factors, but the constellation of significant predictors differed for students with low English proficiency and those with relatively higher levels of proficiency. Individual learner profiles need to be considered when determining how to support these students. Originality: This study specifically considered performance of minority-L1 students across programs and examined if predictors of achievement in English are comparable for students with different levels of English proficiency. Significance: As school boards work to improve inclusivity within their programs, this study offers much needed evidence concerning the performance of minority-L1 students in dual language programs.

Explore the Teaching Design of English Reading based on the Alignment of Teaching, Learning and Evaluation

The “Alignment of Teaching, Learning and Evaluation” emphasizes the integration of teaching content, learning process and evaluation method in the whole teaching process, through which students’ comprehensive ability, teachers’ professional development and teaching reform can be facilitated. Taking Living Legends (Reading and Thinking) from Lesson 2, Unit 3, Book 1 by People’s Education Press as an example, this study explores how to guide students to complete the knowledge input, intake and creative output from text interpretation to practical application, then to innovation and transformation based on text and students analysis, aiming to sort out the specific methods and steps of integrated teaching, learning and assessment from macro planning to micro classroom teaching, and provide practical enlightenment for integrated reading teaching, learning and assessment in senior high school and useful data for theoretical research on teaching evaluation.

Validation of the interdisciplinary Norwegian vision assessment tool KROSS in stroke patients admitted to hospital or rehabilitation services

IntroductionIdentifying vision problems after stroke is important for providing appropriate referral and vision rehabilitation in healthcare services. In Norway, vision assessment is not a standard routine or integrated in stroke care, due to lack of knowledge, guidelines and validated Norwegian assessment tools for healthcare professionals (HCPs) without formal vision competence. This study aimed to validate and assess the reliability of the KROSS (Competence, Rehabilitation of Sight after Stroke) tool for identifying vision problems in stroke patients.MethodsThe KROSS tool has 21 items, including symptoms, observations, and assessment of visual acuity, visual field, eye movements and visual inattention. The primary outcome is to identify if a vision problem is present. Sixty-seven stroke survivors (69.8 years, 28 females) were assessed twice. The first KROSS assessment was by an HCP without formal vision competence and compared to a reference assessment by an optometrist/KROSS specialist within 2 days. Sensitivity, specificity, positive and negative predictive values (PPV/NPV) and inter-rater reliability (Gwet’s AC1/Cohen’s Kappa) were calculated with 95% confidence intervals.ResultsThe KROSS tool demonstrated high sensitivity (98%) and specificity (83%), with excellent reliability (AC1 > 0.86/Kappa > 0.83) and observer agreement (93%) for the primary outcome. A vision problem was identified in 64% of patients, where 44% reported a vision symptom. The PPV and NPV for identifying a vision problem were 0.91 and 0.95 respectively. Sensitivity scores for visual acuity, reading, and visual inattention assessments were all excellent (> 80%) and specificity scores were high for all items (> 70%). Most items showed excellent or substantial agreement (AC1 > 0.7/kappa > 0.6). The lowest agreements were for motility (AC1 > 0.8/kappa > 0.4) and peripheral visual fields (AC1 > 0.8/kappa > 0.5).ConclusionsThis study shows that the KROSS tool shows promise as a valuable tool for integrating vision assessment into stroke health services. It has high sensitivity and specificity, and excellent reliability, indicating high accuracy for identifying a vision problem. This indicates that the KROSS tool can reliably be used by HCPs without formal vision competence to identify a vision problem. The fact that many stroke survivors were identified with vision problems using the KROSS tool, even if they did not complain of visual symptoms, supports the significance of including structured vision assessment in stroke care.

Special educational needs provision and academic outcomes for children with teacher reported language difficulties at school entry

AbstractBackgroundLanguage ability predicts academic attainment across the curriculum. Teacher report of language difficulties may therefore help schools identify children that require Special Educational Needs (SEN) provision. Special Educational Needs provision is intended to enable children to reach their academic potential, however the effectiveness of this for children with language difficulties is unknown.MethodsWe linked teacher‐ratings on a brief language difficulties questionnaire (13‐item) collected in the first year of primary school (N = 7013), with data on SEN provision until age 12–13 and scores on statutory assessments at ages 5–6, 6–7 and 10–11 years from the National Pupil Database (UK). We conducted a preregistered analysis to (a) test the association between teacher‐reported language difficulties and later academic outcomes, (b) identify predictors of subsequent SEN provision for monolingual children with language difficulties and (c) test whether SEN provision is associated with better academic outcomes for these children.ResultsTeacher‐reported language difficulties predicted achievement in phonics (rs > 0.41), reading (rs > 0.38), writing (rs > 0.32) and maths (rs > 0.40) assessments up to 7 years later. For those with language difficulties, having an existing diagnosis of a neurodevelopmental condition or sensory impairment was the strongest predictor of SEN registration (OR [95% CI] 8.33 [4.12, 19.24]) and special education placement (OR [95% CI] 18.89 [9.29, 42.01]) during primary school. However, 38% of children registered as having a primary speech, language and communication need, lost this registration during transition to secondary education. We could not estimate the effect of SEN provision on academic outcomes, as the majority of children with high propensity to receive SEN provision did receive provision, and very few children in SEN settings completed statutory assessments.ConclusionsTeacher perceptions of language difficulties at school entry, in the presence of additional risk factors, should prompt SEN provision. Recognition and support for language difficulties should be sustained throughout children's education.

Teaching Students to Read: A Call to Action for Social Justice in School Psychology

Although the accurate diagnosis and effective instruction for reading disorders through multi-tiered systems of support is one of the most foundational components of school psychology training and practice, there are significant opportunities for innovation, renewed excitement, and social justice. In this article, we identify reading assessments, interventions, and systems-level policies shown to be effective through rigorous, empirical research. These effective practices are not well known by school psychologists or commonly implemented in schools. We propose four areas to better align school psychology training and practice with the most cutting-edge reading research to improve student outcomes in the future: (a) building knowledge of reading development, (b) increasing the commitment to school-based careers, (c) implementing more instructionally-useful reading screening and special education assessment practices (including using the hybrid model of identification), and (d) promoting evidence-based reading instruction and intervention. Throughout each of these four areas, we highlight the need for multi-disciplinary collaboration.

Unhinged: Reading Comprehension Tests as Gatekeepers to Teaching

A teacher’s ability to read effectively is critical to that individual’s ability to teach reading skills. Correspondingly, most state departments of education require that prospective teachers earn a passing score on a standardized reading comprehension test before they can enter university-based teacher education programs or otherwise get a professional teaching license. Having witnessed quality candidates get pushed away from teaching due to poor performance on the our state’s reading comprehension measure and given that previous studies have shed doubt on the construct validity of major standardized assessments (e.g., the SAT and ACT), we examined the validity of our state’s standardized reading assessment for teachers. Using data generated by 115 college-aged participants in a prerequisite course for our teacher education programs, we found that our state’s assessment did little to measure reading comprehension. Instead, it measured students’ test-taking skills. This is exceptionally problematic because tests like this one keep significant numbers of qualified and motivated individuals from entering the teaching profession. Worse, due to the oft-researched relationship between test-taking skills to the socioeconomic background of the test-taker, these impacts may be exponentially worse for individuals from minority and lower socioeconomic backgrounds, thereby further reducing their opportunities to teach.

Post-Pandemic Assessment of Fundamental Reading, Writing and Arithmetic Skills of Grade 5 Learners

This study investigated the proficiency in fundamental reading, writing and arithmetic skills of grade 5 learners in Davao Region, Philippines during a post-pandemic assessment conducted in April 2024. A quantitative descriptive design was used, utilizing data from 195 grade 5 learners randomly selected by DepEd – Bureau of Education Assessment (DepEd - BEA) from six school divisions. Validated test questions aligned with the K to 12 curriculum and Southeast Asia-Primary Learning Metrics (SEA-PLM) Band of specification were utilized for reading, writing, and arithmetic assessments. Point-by-serial analysis confirmed acceptable internal consistency for reading (0.32) and arithmetic (0.30) skills tests. Results revealed low proficiency in both reading (mean score = 18.13%, overall proficiency = 37.15%) and arithmetic (mean score = 5.45%, overall proficiency = 34.50%). Writing analysis showed 65% of students scoring in Band 2, which revealed limited writing skills with fragmented ideas and vocabulary. Run-on sentences and dangling modifiers suggest a lack of focus on coherence and correctness. While the pandemic introduced unprecedented challenges, the study revealed that it does not solely account for the decrease in the academic performance of grade 5 learners. These findings highlighted the need to strengthen intervention programs in reading, writing, and arithmetic across all key stages of the K to 12 curriculums. Implementing a wider variety of assessment formats beyond multiple-choice questions may also be beneficial. This study contributes to the growing body of research on the pandemic's effect on educational attainment and underscores the importance of evidence-based interventions to support student recovery.

Learning-Oriented Reading Assessment: A Design for EFL Students

Learning-oriented reading assessment (LORA) has expanded multiple views of assessment for learning reading. Most EFL reading assessment contexts tended not to utilise feedback and self-assessment for the redesign of authentic tasks and tests. This mixed-methods study investigated how LORA enhanced EFL students’ reading after the implementation of LORA. Participants consist of sixty-seven tenth Grade Thai students from the urban public school. They were divided into two groups, including 32 students for the LORA group and 35 students for the control group. The reading test was designed to compare post-test scores of both groups and was analyzed using Mann-Whitney U-test. In addition to perceptions on assessment, only those in the LORA group responded to the LORA questionnaire to give their perceptions of the assessment, and the three highest-ranking and the three lowest-ranking students were selected for the semi-structured interviews to explore five aspects of the design, including task, test, teacher’s observation, feedback, and redesign. Findings from the questionnaire were analyzed using descriptive statistics whereas the semi-structured interview was categorized through thematic analysis. Although there was no statistically significant difference between groups, students in the LORA group tended to gain higher scores on reading after participating in the study. They perceived positively on the implementation. Implications indicated connecting reading assessment and feedback for learning with authentic tasks and tests.