快速在线阅读和语音意识评估（ROAR-PA）。

Rapid online assessment of reading and phonological awareness (ROAR-PA).

机构信息

Department of Speech and Hearing Sciences, University of Washington, Seattle, WA, USA.

Institute for Learning and Brain Sciences, University of Washington, Seattle, WA, USA.

出版信息

Sci Rep. 2024 May 4;14(1):10249. doi: 10.1038/s41598-024-60834-9.

DOI:10.1038/s41598-024-60834-9

PMID:38704429

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11069509/

Abstract

Phonological awareness (PA) is at the foundation of reading development: PA is introduced before formal reading instruction, predicts reading development, is a target for early intervention, and is a core mechanism in dyslexia. Conventional approaches to assessing PA are time-consuming and resource intensive: assessments are individually administered and scoring verbal responses is challenging and subjective. Therefore, we introduce a rapid, automated, online measure of PA-The Rapid Online Assessment of Reading-Phonological Awareness-that can be implemented at scale without a test administrator. We explored whether this gamified, online task is an accurate and reliable measure of PA and predicts reading development. We found high correlations with standardized measures of PA (CTOPP-2, r = .80) for children from Pre-K through fourth grade and exceptional reliability (α = .96). Validation in 50 first and second grade classrooms showed reliable implementation in a public school setting with predictive value of future reading development.

摘要

语音意识（PA）是阅读发展的基础：PA 在正式阅读教学之前引入，预测阅读发展，是早期干预的目标，也是阅读障碍的核心机制。评估 PA 的传统方法既耗时又耗费资源：评估是单独进行的，对语言反应进行评分具有挑战性且主观。因此，我们引入了一种快速、自动化、在线的 PA 评估方法——快速在线阅读语音意识评估（RORA），它可以在没有测试管理员的情况下大规模实施。我们探讨了这种游戏化的在线任务是否是 PA 的准确可靠的衡量标准，以及它是否可以预测阅读发展。我们发现，对于幼儿园到四年级的儿童，该游戏与 PA 的标准化衡量标准（CTOPP-2，r =.80）高度相关，且具有极高的可靠性（α =.96）。在 50 个一年级和二年级教室的验证中，该方法在公立学校环境中可靠实施，并具有预测未来阅读发展的价值。