TY - JOUR
T1 - Dialect
T2 - Integrating technology and reading assessment to diagnose Spanish reading difficulties
AU - Orellana, P.
AU - Melo, Carolina
PY - 2015/5
Y1 - 2015/5
N2 - The current study describes the development of an Ipad-based assessment tool to identify Spanish reading difficulties of Kindergarten through third-grade students. The tool follows a whole-to-part approach to reading diagnosis, and provides valuable information about reading development from the perspective of each subprocess. The tool was validated in a sample of 1378 Chilean students from Kindergarten to third grade. Results from this pilot study revealed that 79% of first graders are lagging behind in their reading development, that phonological and phonemic instruction in the assessed kindergarten classrooms is almost non existent, and that 25% of students beyond first grade have reading difficulties in at least one subprocess. The use of an Ipad-based assessment is an efficient way to diagnose early reading difficulties and provide intervention strategies to overcome those difficulties in a timely manner, particularly in a large classroom context where teachers lack knowledge about how to diagnose reading ability.
AB - The current study describes the development of an Ipad-based assessment tool to identify Spanish reading difficulties of Kindergarten through third-grade students. The tool follows a whole-to-part approach to reading diagnosis, and provides valuable information about reading development from the perspective of each subprocess. The tool was validated in a sample of 1378 Chilean students from Kindergarten to third grade. Results from this pilot study revealed that 79% of first graders are lagging behind in their reading development, that phonological and phonemic instruction in the assessed kindergarten classrooms is almost non existent, and that 25% of students beyond first grade have reading difficulties in at least one subprocess. The use of an Ipad-based assessment is an efficient way to diagnose early reading difficulties and provide intervention strategies to overcome those difficulties in a timely manner, particularly in a large classroom context where teachers lack knowledge about how to diagnose reading ability.
KW - Reading assessment
KW - technology-based assessment
KW - reading diagnosis
UR - https://literacyandtechnology.org/wp-content/uploads/2023/09/jlt_v16_1_orellana_melo.pdf
M3 - Article
SN - 1535-0975
VL - 16
SP - 37
EP - 66
JO - Journal of Literacy and Technology
JF - Journal of Literacy and Technology
IS - 1
ER -