Journal articles on the topic 'Reading-accuracy tests'
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Makebo, Tadiwos Hambamo, Mebratu Mulatu Bachore, and Zeleke Arficho Ayele. "Investigating the Correlation Between Students’ Reading Fluency and Comprehension." Journal of Language Teaching and Research 13, no. 2 (March 1, 2022): 229–42. http://dx.doi.org/10.17507/jltr.1302.02.
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The purpose of this research was to investigate the relationship between students' reading fluency and comprehension. It is a correlational design. A purposive sampling technique was employed to select the district, school, students, and grade level. Accordingly, 100 students participated in the study. As the research was quantitative, reading comprehension tests and comprehension-based silent reading fluency tests were applied to collect data. The data was analyzed using statistical techniques like Pearson product-moment correlation and linear regression. The findings revealed that reading accuracy level and reading rate, which are the parameters of reading fluency, were strongly correlated (r =. 885, P < 0.01) with each other. However, silent reading fluency (SRF) had a moderate correlation with reading comprehension. Moreover, the reading rate had a strong positive correlation with reading accuracy (r =.885, p < 0.01, and reading comprehension (r =.410, p<0.01). In addition, the linear regression outputs confirmed that the higher the students' reading rate and accuracy level, the higher their reading comprehension (Beta = 0.42, t = 4.53, p < 0.05). It means that when reading rate and accuracy increase, so do their reading comprehension. The results suggest that reading rate and accuracy levels are valid measures of reading ability when students read silently with comprehension
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Smith, Kimberly G., and Anna E. Ryan. "Relationship Between Single Word Reading, Connected Text Reading, and Reading Comprehension in Persons With Aphasia." American Journal of Speech-Language Pathology 29, no. 4 (November 12, 2020): 2039–48. http://dx.doi.org/10.1044/2020_ajslp-19-00135.
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Purpose This study examined the relationship between single word reading, connected text reading, and comprehension in persons with aphasia. Method Thirteen persons with aphasia read orally from the Arizona Battery for Reading and Spelling real-word and nonword lists and the Gray Oral Reading Tests–Fifth Edition. The comprehension questions following each paragraph of the Gray Oral Reading Tests–Fifth Edition were answered and scored. The Reading Comprehension Battery for Aphasia–Second Edition provided a measure of silent reading comprehension. Descriptive statistics and Spearman correlation were used to examine associations among reading measures. Results Persons with aphasia showed associations between single word reading and connected text reading accuracy; however, single word reading ability was not associated with oral or silent reading comprehension. Conclusions Although preliminary, the findings provide support for word-level reading abilities underlying connected text reading accuracy but suggest additional cognitive mechanisms are involved in text-level reading comprehension that are not explained by single word reading alone. The findings indicate clinicians should use caution when inferring comprehension abilities from single word reading performance as reading comprehension abilities are likely best assessed using text-level comprehension assessments.
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Chaves-Sousa, Séli, Iolanda Ribeiro, Fernanda Leopoldina Viana, Ana Paula Vale, Sandra Santos, and Irene Cadime. "Validity Evidence of the Test of Word Reading for Portuguese Elementary Students." European Journal of Psychological Assessment 33, no. 6 (November 2017): 460–66. http://dx.doi.org/10.1027/1015-5759/a000307.
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Abstract. This article presents data concerning the validity evidence of a test of word reading (TLP – Teste de Leitura de Palavras) that assesses single-word reading accuracy in Portuguese students from Grades 1 to 4. The test is composed of four vertically scaled forms, one for each grade, allowing for the evaluation of students’ word reading progression. In the internal structure-related evidence validity study, administration of the TLP to 905 Portuguese elementary students confirmed its one-dimensional structure. In the evidence based on the relationship with other variables’ study, 280 Portuguese elementary students were assessed with each TLP test form and criterion measures (reading tests, digit span, and vocabulary measures). Significant correlations were observed between results from the TLP test forms, reading instruments, short-term memory, and vocabulary measures. These results revealed adequate evidence based on internal structure and evidence based on the relationship to other variables of the TLP for the assessment of word reading accuracy in Portuguese elementary students.
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Craig, Holly K., Connie A. Thompson, Julie A. Washington, and Stephanie L. Potter. "Performance of Elementary-Grade African American Students on the Gray Oral Reading Tests." Language, Speech, and Hearing Services in Schools 35, no. 2 (April 2004): 141–54. http://dx.doi.org/10.1044/0161-1461(2004/015).
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Purpose: African American students perform disproportionately more poorly on standardized reading assessments than their majority peers. Poor reading performances may be related to test biases inherent in standardized reading instruments. The purpose of this investigation was to examine the appropriateness of the Gray Oral Reading Tests-Third Edition (GORT-3; Wiederholt & Bryant, 1992) for assessing the reading abilities of elementary-grade African American students. Method: Performances of 65 typically developing African American second through fifth graders were examined on the GORT-3. Results: African American English (AAE) was produced by most students while reading passages from the GORT-3 that were written in Standard American English (SAE). A scoring correction for AAE resulted in a statistical improvement in the performance distributions, but this did not appear to be educationally significant. Measures of total feature production predicted reading accuracy and rate, but not comprehension. Clinical Implications: Findings are discussed in terms of the appropriateness of this instrument for use by speech-language pathologists as they contribute to curricular and classroom placement decisions in schools with large numbers of typically developing African American students.
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Roeyers, Herbert, Ann Buysse, Koen Ponnet, and Bert Pichal. "Advancing Advanced Mind‐reading Tests: Empathic Accuracy in Adults with a Pervasive Developmental Disorder." Journal of Child Psychology and Psychiatry 42, no. 2 (February 2001): 271–78. http://dx.doi.org/10.1111/1469-7610.00718.
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VanMeveren, Kalie, David Hulac, and Sarah Wollersheim-Shervey. "Universal Screening Methods and Models: Diagnostic Accuracy of Reading Assessments." Assessment for Effective Intervention 45, no. 4 (December 28, 2018): 255–65. http://dx.doi.org/10.1177/1534508418819797.
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Reading screening assessments help educators identify students who are at risk of reading and determine the need for intervention and supports. However, some schools screen and assess students more often than needed, and the additional information does not improve the accuracy of decisions. This may be especially true for students at the upper elementary grades who have already taken high-stakes tests. This exploratory study evaluated how accurately a variety of screening measures predicted performance on a high-stakes end of year test for fourth- and fifth-grade students. Results of this study indicated that previous scores on the statewide assessment and computer-adaptive assessment best predicted student performance on a high-stakes reading test (Minnesota Comprehensive Assessment—Third Edition). When comparing screening models, a two-gate approach appeared to be the best method for identifying student risk.
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Huwailah, Amsal Hadi, and Masad Naghah Abu Al Diyar. "Phonological awareness and spatial visual memory among sample of dyslexic children." Journal of Arts and Social Sciences [JASS] 8, no. 2 (July 15, 2017): 59. http://dx.doi.org/10.24200/jass.vol8iss2pp59-79.
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This study aims to identify the relationship between phonological awareness and spatial visual memory, as well as, to detect the differences between Kuwaiti males and females and non-Kuwaitis with regard to reading learning difficulties in certain variables. The study adopts a comparative descriptive approach and uses sample of 350 primary students (3-5 grades) with reading learning difficulties (200 males and 150 females) Kuwaitis and non-Kuwaitis. Their ages ranged between 8- 10 years. Phonological awareness test and spatial visual memory test are applied. The findings of the study show that there is a statistically significant positive correlation between the components of phonological awareness tests (syllable & phoneme deletion test and non-word reading accuracy test) and between spatial visual memory tests (Forward Spatial Span Test and Backward Spatial Span Test) from males and females sample. There are no significant differences between males and females in phonological awareness skills (phoneme deletion test, and non-word reading accuracy test). Females show better performance than males in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). Non-Kuwaitis show better performance than Kuwaitis in phonological awareness skills (syllable & phoneme deletion, and non-word reading accuracy test) and in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). The results of the regression suggested that the integration of sounds is the only test that can predict reading disabilities. As (syllable & phoneme deletion, and t non-word reading accuracy test) are the most predictable of spatial visual memory.
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Ijalba, Elizabeth, Alicia Bustos, and Sayume Romero. "Phonological–Orthographic Deficits in Developmental Dyslexia in Three Spanish–English Bilingual Students." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1133–51. http://dx.doi.org/10.1044/2020_ajslp-19-00175.
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Introduction The purpose of this study is to present three case studies of developmental dyslexia in dual-language learners (DLLs) and our assessment process. We identify how phonological and orthographic deficits influence reading outcomes. We review the literature on theoretical models of bilingualism and reading models of developmental dyslexia to guide the assessment process through a multicomponential approach. We point out differences in the manifestation of dyslexia in more and less transparent writing systems. We suggest that reading instruction in Spanish can afford benefits to English–Spanish DLLs with developmental dyslexia. Method The study included three participants, two in fifth grade (10.3–11.7 years) and one in college (18.7 years). The assessment battery included reading nonwords and sight words (Test of Word Reading Efficiency); reading accuracy, fluency, and comprehension (Gray Oral Reading Tests–Fourth Edition); phonological awareness subtests (Comprehensive Test of Phonological Processing); and rapid automatized naming tests. A language and reading history interview was elicited from the mothers. In addition, we analyzed the participants' phonemic and word errors in reading. Results Our three participants showed core phonological deficits, with decreased performance in decoding nonwords and low accuracy in reading aloud. In spite of their reading and writing deficits, reading comprehension was within average levels for the three participants in this study. Conclusions We show the importance of assessing reading processes in students with a history of reading and writing problems. Our findings are based on three single case studies and are not generalizable. Our aim is to stimulate questions and research on dyslexia and the particular needs of DLLs.
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Carver, Ronald P. "What Do Standardized Tests of Reading Comprehension Measure in Terms of Efficiency, Accuracy, and Rate?" Reading Research Quarterly 27, no. 4 (1992): 346. http://dx.doi.org/10.2307/747674.
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Shinn, Mark R., Gerald A. Tindal, and Deborah A. Spira. "Special Education Referrals as an Index of Teacher Tolerance: Are Teachers Imperfect Tests?" Exceptional Children 54, no. 1 (September 1987): 32–40. http://dx.doi.org/10.1177/001440298705400104.
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The academic performances and naturally occurring characteristics of students referred by regular education classroom teachers for possible placement in special education programs were examined. Curriculum Based Assessment procedures were used with 570 grade 2 through 6 students referred because of reading difficulties. Teacher bias was examined by comparing the reading performances of referred students as a function of their sex and ethnicity and by comparing the percentages of students to the base rate population of low reading performers. Teacher accuracy was investigated using “narrow band” or “broad band” definitions. Findings indicated that teachers are both accurate and biased in the referral process. The implications of the findings are discussed in relationship to current identification practices and to the suggestion that teachers be treated as tests in lieu of current practice.
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Baştuğ, Muhammet. "How do fluent and poor readers' endurance differ in reading?" Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 157–66. http://dx.doi.org/10.18844/cjes.v12i4.2492.
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It was observed in this research that how endurance status of fluent readers and poor readers changed as the text became longer. 40 students who were attending the primary school 4th-grade, 20 of whom were fluent readers and other 20 were poor readers, participated in the research. A narrative text was utilized in the data collection process. Students' oral readings were recorded with a voice recorder and their cores of reading rates and reading accuracy percentages were obtained by listening to the readings. The scores were analyzed with the Friedman and Nemenyi tests. At the end of the analysis, it was seen that fluent readers' reading rates did not differ significantly from the beginning to end of the text whereas poor readers' reading rates differed in favor of the first parts of the text. Accordingly, while the fluent readers read the text at the same rate all the way, the poor readers' reading rates significantly dropped from the beginning towards to the end of the text. Furthermore, fluent readers' reading accuracy percentages differed significantly from the beginning towards the end of the text in favor of the last parts while poor readers' reading accuracy percentages differed in favor of the first parts. As per the finding, whereas fluent readers' reading accuracy percentages gradually increased, poor readers' percentages gradually dropped. In other words, as the reading time and volume increased, poor readers' reading errors increased, too. These results were discussed in the light of the literature.
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Lovett, Benjamin J., Lawrence J. Lewandowski, and Heather E. Potts. "Test-Taking Speed: Predictors and Implications." Journal of Psychoeducational Assessment 35, no. 4 (March 23, 2016): 351–60. http://dx.doi.org/10.1177/0734282916639462.
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Students often feel time pressure when taking tests, and students with disabilities are sometimes given extended time testing accommodations, but little research has been done on the factors that affect students’ test-taking speed. In the present study, 253 students at two colleges completed measures of processing speed, reading fluency, and self-reports of their reading and test-taking skills, as well as a standardized paper-and-pencil reading comprehension task. The time taken to complete the reading comprehension task was not significantly related to students’ accuracy on the task, but it was predicted by students’ reading fluency and by their self-reports of problems with timed reading/test-taking. Students’ processing speed did not significantly predict comprehension task completion time or accuracy when reading fluency and self-reports were held constant. We discuss the implications of these and other results for making determinations about extended time testing accommodations, as well as for future research studies.
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Mahmoud Ghoneim, Nahed Mohammed, and Heba Elsayed Abdelsalam Elghotmy. "The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness." English Language Teaching 8, no. 12 (November 22, 2015): 124. http://dx.doi.org/10.5539/elt.v8n12p124.
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<p>The current study investigates the effect of a suggested Multisensory phonics program on developing kindergarten pre-service teachers’ EFL reading accuracy and phonemic awareness. A total of 40 fourth year kindergarten pre-service teachers, Faculty of Education, participated in the study that involved one group experimental design. Pre-post tests were administered to assess the participants’ phonics skills. The results showed that the suggested Multisensory Phonics program was effective in developing kindergarten pre-service teachers’ EFL reading accuracy and phonemic awareness.</p>
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Jumadi, Nur Anida, Ng Li Mun, Marlia Morsin, and Saifuddin Mohtaram. "Dyslexia Risk Screening System based Fuzzy Logic." International Journal of Engineering & Technology 7, no. 4.30 (November 30, 2018): 165. http://dx.doi.org/10.14419/ijet.v7i4.30.22103.
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It is estimated that more than 314, 000 of Malaysian young children are dyslexic, which means having difficulty particularly in reading and spelling. Manual dyslexia screening test ages 6 to 10 years old (in Bahasa Malaysia) produced by Persatuan Dyslexia Malaysia contains 10 sets of tests including reading, rapid naming and pseudowords. However, confirmation of dyslexic status takes several days as the test scores are manually calculated. Therefore, a rapid computerized dyslexia risk screening tool based fuzzy logic has been proposed here. Using the scores obtain from four main tests namely as rapid naming, one-minute reading, two-minute spelling and pseudowords, the fuzzy system is able to determine dyslexic condition instantly. The main fuzzy inputs using pre-existed scores of 17 dyslexia subjects (3 girls and 14 boys) resulted promising system’s accuracy (94.1 %) when classifying dyslexic risk in young children. In the future, this research will include non-dyslexia as well as other learning disability subjects for accuracy clarification towards non-dyslexia classification.
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Abdulameer Mohammad, Zena, and Muhamad Hasbi. "Reading Difficulties in English as a Second Language in Grade Five at a Saint Patrick’s High School for Boys, Hyderabad- India." Arab World English Journal 12, no. 4 (December 15, 2021): 521–35. http://dx.doi.org/10.24093/awej/vol12no4.34.
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Reading is one of the essential components of the English language. Countries that use English as a second language (ESL) sometimes have difficulties in reading and comprehension. According to many researches, mother tongue has proved some interferences with learning a second language. This study investigated the results of reading difficulties of young second language learners in terms of accuracy, comprehension, and rate using the Neale Analysis of Reading Ability test. The study was carried out in one of the High Schools for Boys in Hyderabad, India and included Grade five, aged 10-12 years. In order to understand the reading difficulties of English as a second language, a qualitative approach was employed. Interview, reading tests, and observation were conducted as a data collection tool. The findings showed that these subjects had no specific language impairments but they had different degrees of language exposure and usage that led to poor accuracy, comprehension, and reading rate during reading English language texts. Five students (50%) were classified at a low level of readers, three (30%) at a high level, and two (20%) at a mild level after evaluation of their compatibility between their chronological and reading age. It is suggested that the teachers should first assess students who struggle in reading accuracy and comprehension and then assist them with their language learning and acquisition that take place at school and home.
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King, Wayne M., Linda L. Lombardino, and Sarah Ahmed. "Accuracy and Speed of Orthographic Processing in Persons with Developmental Dyslexia." Perceptual and Motor Skills 101, no. 1 (August 2005): 95–107. http://dx.doi.org/10.2466/pms.101.1.95-107.
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A group of 39 persons (20 male and 19 female, 11.0 to 32.5 yr.) with developmental dyslexia and 42 controls (21 male and 21 female, 11.2 to 32.3 years) were compared on computerized tests of sight word reading, nonword decoding, and spelling recognition. The subjects with developmental dyslexia performed significantly slower and less accurately than controls on all tasks. Further, the effect size of the group differences was larger for the older group. Within-group analyses showed a significant difference by age group on accuracy. Only the control group showed a significant age difference between groups on response time. Mean accuracy and response times for the reading-disabled subjects resembled shifted versions of the control group means. These results agree with previous reports that phonological deficits persist for reading-disabled adults and suggest a test of whether the discrepancy between reading-disabled and typically achieving readers may actually increase across age groups.
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Kağan Keskin, Hasan, Özay Karadağ, and Mustafa Serdar Köksal. "Examining Effectiveness of Rapid Automatized Naming and Reading Skills in Identifying Gifted Students." Journal of Cognitive Education and Psychology 21, no. 1 (June 1, 2022): 64–79. http://dx.doi.org/10.1891/jcep-2021-0006.
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The aim of this study was to determine the effectiveness of Rapid Automatized Naming (RAN) and reading skills in distinguishing gifted students from their non-gifted peers. A total of 260 third grade students participated in the study. Of these students, 144 were gifted, while the others were not. As the data collection tools, personal information form, reading text, and the RAN test were used. The RAN test scores (time for naming shapes, colors, numbers, and letters), reading speed, and rate of accuracy in reading were the main variables of the research. In the research, correlational research was used as the method, logistic regression and MANOVA were used for the data analysis. The results of the study showed that all predictive variables (reading rate, reading accuracy, time for naming shapes and time for naming numbers) are significant predictors of giftedness, except for variables related to time for naming letters and colors, and that there was a statistically significant difference between gifted and non-gifted students in terms of the RAN scores regarding all sub-tests and reading variables. According to the research findings, it can be suggested that evidence on time for naming numbers and shapes, reading rate, and accuracy skills can be used as additional supporting components in distinguising gifted students from their non-gifted peers.
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Commodari, Elena, and Maria Guarnera. "Attention and Reading Skills." Perceptual and Motor Skills 100, no. 2 (April 2005): 375–86. http://dx.doi.org/10.2466/pms.100.2.375-386.
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Attention plays a critical role in information processing. Its adequate functioning is required for correct development of complex cognitive abilities and regular scholastic progress. Children with attention deficits often have difficulties in reading, writing, and arithmetic. The present study investigated interactions among reading skills, overall scholastic performance as rated by teachers, and components of attention: visual reaction time, simple immediate span of attention, and selectivity. The sample was 98 students in the first and second years of public junior high school (age range 11–14 years, M = 12.6, SD = 1.2), i.e., with expected already well-established reading. Reading was evaluated using Comprehension, Accuracy, and Speed tests. Overall scholastic performance was obtained by means of teachers' ratings. Simple Reaction Time, Digit Span, and Color-Word Interference, included in a multitask computerized test, assessed attention. Analysis confirmed the hypothesis that the reading skills are strongly predictive of the Scholastic Assessment rated by the teachers. High scholastic ratings were correlated with Reading Speed and Accuracy rather than Reading Comprehension. Poor readers showed worse performances on the Digit Span test which measures simple immediate span of attention. Good and poor readers obtained a similar score on the Color-Word Interference task. This observation seems to contrast with the more common interpretation of this effect, suggesting that reading is an automatic process and, therefore, the semantic dimension overcomes the controlled perceptual one. According to other studies, an alternative explanation is suggested. In conclusion, present results confirm the hypothesis of a strong link among reading speed and accuracy, scholastic assessment as rated by teachers, simple immediate span of attention, and visual reaction time.
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Fung, Suk-Chun. "Effect of a Canine-Assisted Read Aloud Intervention on Reading Ability and Physiological Response: A Pilot Study." Animals 9, no. 8 (July 24, 2019): 474. http://dx.doi.org/10.3390/ani9080474.
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The aim of this study was to determine whether there is an increase in the reading fluency and accuracy of three lower performing third-graders after participating in a canine-assisted read-aloud program, as well as an increase in the relaxation level during and after the program. This study employed a pre-test-post-test design to test the hypotheses that gains would be made in both reading fluency and reading accuracy upon completion of the program. The three grade 3 students were assessed by the Chinese Character Reading Test and the Reading Fluency Test. During the intervention, they read to a trained canine in the presence of a handler. Three days after the completion of the seven 20-min interventions, the participants were assessed by the two standardized reading tests a second time. Heart rate variability (HRV) responses to the pre-test, the intervention and the post-test were recorded. The three grade 3 students attained a higher level of relaxation while reading to the dog and increased their reading fluency after the reading sessions. These results provided preliminary evidence that the canine-assisted read-aloud program can increase the reading performance of children with lower performance. Implications for future research and reading programs will be discussed.
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El Hmimdi, Alae Eddine, Lindsey M. Ward, Themis Palpanas, and Zoï Kapoula. "Predicting Dyslexia and Reading Speed in Adolescents from Eye Movements in Reading and Non-Reading Tasks: A Machine Learning Approach." Brain Sciences 11, no. 10 (October 11, 2021): 1337. http://dx.doi.org/10.3390/brainsci11101337.
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There is evidence that abnormalities in eye movements exist during reading in dyslexic individuals. A few recent studies applied Machine Learning (ML) classifiers to such eye movement data to predict dyslexia. A general problem with these studies is that eye movement data sets are limited to reading saccades and fixations that are confounded by reading difficulty, e.g., it is unclear whether abnormalities are the consequence or the cause of reading difficulty. Recently, Ward and Kapoula used LED targets (with the REMOBI & AIDEAL method) to demonstrate abnormalities of large saccades and vergence eye movements in depth demonstrating intrinsic eye movement problems independent from reading in dyslexia. In another study, binocular eye movements were studied while reading two texts: one using the “Alouette” text, which has no meaning and requires word decoding, the other using a meaningful text. It was found the Alouette text exacerbates eye movement abnormalities in dyslexics. In this paper, we more precisely quantify the quality of such eye movement descriptors for dyslexia detection. We use the descriptors produced in the four different setups as input to multiple classifiers and compare their generalization performances. Our results demonstrate that eye movement data from the Alouette test predicts dyslexia with an accuracy of 81.25%; similarly, we were able to predict dyslexia with an accuracy of 81.25% when using data from saccades to LED targets on the Remobi device and 77.3% when using vergence movements to LED targets. Noticeably, eye movement data from the meaningful text produced the lowest accuracy (70.2%). In a subsequent analysis, ML algorithms were applied to predict reading speed based on eye movement descriptors extracted from the meaningful reading, then from Remobi saccade and vergence tests. Remobi vergence eye movement descriptors can predict reading speed even better than eye movement descriptors from the meaningful reading test.
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Brunfaut, Tineke, Judit Kormos, Marije Michel, and Michael Ratajczak. "Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task." Language Testing 38, no. 3 (February 25, 2021): 356–77. http://dx.doi.org/10.1177/0265532221991480.
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Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and on foreign language (FL) reading comprehension of adults and older adolescents (Linck et al., 2014). Comparatively little is known about the effect of WM on young FL readers’ comprehension, and even less within testing contexts. Young FL readers are still developing their L1 reading skills and general cognitive skills (e.g., attentional regulation abilities). Completing FL reading tests might be particularly taxing on their WM, and differences in WM capacity – as well as other learner and task characteristics – might create construct-irrelevant variance in test performance. In this study, we investigate the effects of WM, grade level, and reading task on young learners’ FL reading test performances. Ninety-four young English language learners (Grades 6–7) in Hungary completed the TOEFL® Junior™ Comprehensive’s reading test and a WM test battery. Our mixed-effects model predicted significantly higher comprehension accuracy among learners with higher WM capacity, and among learners in Grade 7 compared to learners in Grade 6. Reading task differences were not associated with significant comprehension accuracy differences. We discuss the implications of our findings for testing young learners’ FL reading comprehension.
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Klingbeil, David A., Peter M. Nelson, Ethan R. Van Norman, and Chris Birr. "Diagnostic Accuracy of Multivariate Universal Screening Procedures for Reading in Upper Elementary Grades." Remedial and Special Education 38, no. 5 (April 11, 2017): 308–20. http://dx.doi.org/10.1177/0741932517697446.
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We examined the diagnostic accuracy and efficiency of three approaches to universal screening for reading difficulties using retrospective data from 1,307 students in Grades 3 through 5. School staff collected screening data using the Measures of Academic Progress (MAP), a curriculum-based measure (CBM), and running records (RR). The criterion measure was a high-stakes state accountability test aligned with the Common Core State Standards. We examined the diagnostic accuracy of the tests in isolation, as multivariate batteries, and via a simulated gated-screening approach. CBM and RR data resulted in unacceptable diagnostic accuracy across all three grades. In the fourth grade, the MAP alone resulted in the best balance of sensitivity and specificity. Among third- and fifth-grade students, the multivariate combination of MAP and CBM demonstrated the best balance between diagnostic accuracy and efficiency. Gated-screening increased specificity but lowered sensitivity. Results highlight the need for population-specific considerations in universal screening.
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Cavalli, Eddy, Pascale Colé, Gilles Leloup, Florence Poracchia-George, Liliane Sprenger-Charolles, and Abdessadek El Ahmadi. "Screening for Dyslexia in French-Speaking University Students: An Evaluation of the Detection Accuracy of the Alouette Test." Journal of Learning Disabilities 51, no. 3 (April 19, 2017): 268–82. http://dx.doi.org/10.1177/0022219417704637.
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Developmental dyslexia is a lifelong impairment affecting 5% to 10% of the population. In French-speaking countries, although a number of standardized tests for dyslexia in children are available, tools suitable to screen for dyslexia in adults are lacking. In this study, we administered the Alouette reading test to a normative sample of 164 French university students without dyslexia and a validation sample of 83 students with dyslexia. The Alouette reading test is designed to screen for dyslexia in children, since it taps skills that are typically deficient in dyslexia (i.e., phonological skills). However, the test’s psychometric properties have not previously been available, and it is not standardized for adults. The results showed that, on the Alouette test, dyslexic readers were impaired on measures of accuracy, speed, and efficiency (accuracy/reading time). We also found significant correlations between the Alouette reading efficiency and phonological efficiency scores. Finally, in terms of the Alouette test, speed-accuracy trade-offs were found in both groups, and optimal cutoff scores were determined with receiver operator characteristic curves analysis, yielding excellent discriminatory power, with 83.1% sensitivity and 100% specificity for reading efficiency. Thus, this study supports the Alouette test as a sensitive and specific screening tool for adults with dyslexia.
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Cuza, Alejandro, Lauren Miller, Adrian Pasquarella, and Xi Chen. "The Role of Literary Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood." Heritage Language Journal 14, no. 2 (August 31, 2017): 100–123. http://dx.doi.org/10.46538/hlj.14.2.1.
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The present study examines the role of instruction in the development of reading and writing skills in Spanish as a heritage language during childhood. Sixty-six (n=66) Spanish heritage speakers in K-4th grade participated in an 18-week Spanish intervention. The curriculum included the development of phonological awareness, reading fluency and accuracy as well as vocabulary via cognate instruction. Undergraduate students majoring in Spanish conducted the intervention as part of a service-learning program. Standardized measures given to the students before and after the intervention included phonological awareness, receptive vocabulary knowledge, word reading accuracy, and word reading fluency. The treatment group was compared to a group of twenty-five children (n=25) who did not participate in the program. The two groups were matched by age and non-verbal reasoning. Results from pre and post-tests showed significant gains for the treatment group in vocabulary growth, word reading fluency and word reading accuracy. Phonological awareness developed significantly for both groups, but there was no advantage for the experimental group. Overall, the intervention was effective at promoting both Spanish language and literacy skills (Rhoades, 2009). Contextualized and explicit instruction on word reading and decoding, as well as oral language and vocabulary knowledge in Spanish, helped Spanish heritage learners develop academic language and literacy skills in their first/minority language. Furthermore, the results provide strong evidence supporting the efficacy of a service-learning program aimed at facilitating the development of literacy skills among child heritage language learners.
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Eaves, Ronald C. "Diagnostic Accuracy of the Cognitive Levels Test, the KeyMath-Revised, and the Woodcock Reading Mastery Tests-Revised." Diagnostique 17, no. 3 (April 1992): 163–75. http://dx.doi.org/10.1177/153450849201700301.
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Hoeft, Fumiko, Bruce D. McCandliss, Jessica M. Black, Alexander Gantman, Nahal Zakerani, Charles Hulme, Heikki Lyytinen, et al. "Neural systems predicting long-term outcome in dyslexia." Proceedings of the National Academy of Sciences 108, no. 1 (December 20, 2010): 361–66. http://dx.doi.org/10.1073/pnas.1008950108.
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Individuals with developmental dyslexia vary in their ability to improve reading skills, but the brain basis for improvement remains largely unknown. We performed a prospective, longitudinal study over 2.5 y in children with dyslexia (n = 25) or without dyslexia (n = 20) to discover whether initial behavioral or brain measures, including functional MRI (fMRI) and diffusion tensor imaging (DTI), can predict future long-term reading gains in dyslexia. No behavioral measure, including widely used and standardized reading and language tests, reliably predicted future reading gains in dyslexia. Greater right prefrontal activation during a reading task that demanded phonological awareness and right superior longitudinal fasciculus (including arcuate fasciculus) white-matter organization significantly predicted future reading gains in dyslexia. Multivariate pattern analysis (MVPA) of these two brain measures, using linear support vector machine (SVM) and cross-validation, predicted significantly above chance (72% accuracy) which particular child would or would not improve reading skills (behavioral measures were at chance). MVPA of whole-brain activation pattern during phonological processing predicted which children with dyslexia would improve reading skills 2.5 y later with >90% accuracy. These findings identify right prefrontal brain mechanisms that may be critical for reading improvement in dyslexia and that may differ from typical reading development. Brain measures that predict future behavioral outcomes (neuroprognosis) may be more accurate, in some cases, than available behavioral measures.
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Yulian, Ryani. "The flipped classroom: Improving critical thinking for critical reading of EFL learners in higher education." Studies in English Language and Education 8, no. 2 (May 3, 2021): 508–22. http://dx.doi.org/10.24815/siele.v8i2.18366.
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The immersion of the flipped classroom teaching model in blended and online language learning is indispensable. The purpose of this study was to propose improvement in critical thinking in reading through the flipped classroom teaching model of EFL (English as a Foreign Language) learners in higher education. A quasi-experimental design was used to improve reading skills based on the framework of critical thinking for critical reading with a paired t-test of pre-test and post-test. The participants were 37 second-semester students in the English for Academic Purposes class. The results show that the flipped classroom teaching model enhanced students’ critical thinking for critical reading in the aspects of accuracy, clarity, precision, depth, relevance, and logic from the mean score of the pre-tests (12.4865) to the post-tests (18.3243). Students had a positive perception of the implementation of this model in terms of self-directed learning. This study implies that critical thinking for critical reading skills needs supportive teaching and learning environment that can allow students to have self-study prior to the class so that online learning can be effective to synergize the application of flipped classrooms with critical thinking skills in reading.
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McLean, Stuart, Paul Raine, Geoffrey Pinchbeck, Laura Hunston, YoungAe Kim, and Shotaro Ueno. "The Internal Consistency and Accuracy of Automatically Scored Written Receptive Meaning-Recall Data: A Preliminary Study." Vocabulary Learning and Instruction 10, no. 2 (December 31, 2021): 64–81. http://dx.doi.org/10.7820/vli.v10.2.mclean.
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Vocableveltest.org is a testing platform on which users can create on- line self-marking meaning-recall (reading or listening) and form-recall (typing) tests that address a number of limitations of the existing vocabulary level tests and vocabulary size tests. A major limitation of many existing vocabulary tests is the written receptive meaning-recognition (multiple-choice or matching) format which is associated with increased error due to guessing and decreased power to measure the type of vocabulary knowledge suitable for reading practice (McLean et al., 2020; Stewart et al., 2021a; Stoeckel et al., 2021), despite being designed for this purpose (Nation, 2012; Schmitt et al., 2020; Webb et al., 2017). Conversely, scoring meaning-recall tests by hand is labour-intensive, and the internal consistency and accuracy of automatically marked data are unknown. Thus, this study investigated the internal consistency and accuracy of automatically marked responses of 98 words from the fifth 100 most frequent words of English. This study tested for knowledge of high-frequency words as a more robust test of the marking system, as these words possess multiple-meaning senses, making their automatic marking problematic. Furthermore, the predicted limited range of learners’ knowledge of these 98 words was expected to result in data of a low internal consistency. However, the automatically marked data had a high internal consistency (Cronbach’s α = 0.868) and was 98% similar to human marked meaning-recall responses.
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Reifinger, James L. "The Relationship of Pitch Sight-Singing Skills With Tonal Discrimination, Language Reading Skills, and Academic Ability in Children." Journal of Research in Music Education 66, no. 1 (February 13, 2018): 71–91. http://dx.doi.org/10.1177/0022429418756029.
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This study investigated correlates that might explain variance in beginning sight-singing achievement, including tonal discrimination, reading fluency, reading comprehension, and academic ability. Both curriculum-based and standardized tests were used, including the Intermediate Measures of Music Audiation, Otis-Lennon School Ability Test, and Dynamic Indicators of Basic Early Literacy Skills. Sight-singing ability of second-grade students ( N = 170) was individually assessed for pitch accuracy only using four-note tonal patterns following a 16-week instructional period and again 8 weeks later following a period of no practice. A factor analysis explained 62% of the variance across 13 variables, revealing correlated factors of Music Ability, Reading Ability, and Academic Ability. Regression analyses with individual variables as predictors indicated that significant variance in sight-singing achievement beyond that explained by pitch matching ability could be explained by reading comprehension ability. Similar results were found with both sight-singing tests. Findings are discussed in relation to Patel’s shared syntactic integration resource hypothesis and the need to advocate for music education programs.
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Zhang, Hanmu. "Enhancing Students’ Accuracy in Tests and Understanding of the Main Ideas of Reading Materials by Retrieval Cues in the Textbook." Journal of Education and Learning 8, no. 3 (May 20, 2019): 175. http://dx.doi.org/10.5539/jel.v8n3p175.
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Since understanding reading assignments is important to succeeding in school, improving the way that text is arranged in books would be an efficient way to help students better understand the material and perform well on tests. In this study, we asked students to read two original and two rearranged historical passages, in which rephrased questions from the test of the passage were embedded in the reading. Those restated questions were embedded into the corresponding sections in the text where the answers for the questions were located. After the reading, they were tested on their understanding of the material with multiple choice questions. All participants took an identical test. According to the results, both groups’ accuracy was higher for the questions of the two rearranged passages in each group. In other words, the textbook makers should consider putting retrieval cues for the test into the textbook in order to make the textbooks more readable. Thus, the students’ retrieval of the concept and their performance on the test will be enhanced.
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Staubitz, John E., Gwendolyn Cartledge, Amanda L. Yurick, and Ya-Yu Lo. "Repeated Reading for Students with Emotional or Behavioral Disorders: Peer- and Trainer-Mediated Instruction." Behavioral Disorders 31, no. 1 (November 2005): 51–64. http://dx.doi.org/10.1177/019874290503100108.
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This study evaluated the effects of a repeated reading (RR) intervention on the oral reading fluency and comprehension of six urban fourth and fifth-grade students with and at risk for emotional or behavioral disorders (EBD). A multiple baseline design across subjects was used to study RR effects according to gains in reading fluency, comprehension, and generalization to unpracticed passages under covert and overt timing conditions. Results indicated that all students improved both reading fluency (i.e., speed and accuracy) and comprehension when participating in RR. Improvements were also observed on the unpracticed generalization passages; the addition of overt timing and charting produced the greatest improvements. These gains were confirmed through administration of standardized tests in reading. Findings are described according to the beneficial effects of RR and the relative advantages of peer-mediated interventions with students with EBD.
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Botting, Nicola. "The relationship between reading skill and descriptive picture narratives in late-primary age children with a history of language impairment." Educational and Child Psychology 24, no. 4 (2007): 31–43. http://dx.doi.org/10.53841/bpsecp.2007.24.4.31.
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Assessing the language skills of older children is an increasing concern for educational psychologists and speech and language therapists. It is now known that groups with language difficulties also often experience severe literacy difficulties but the relationship between oral language and literacy is not well understood in older children. In this study, the picture description narratives from 121 children with a history of SLI were analysed in relation to standardised language tests, reading accuracy and comprehension at 11 years of age. Four narrative subscales were examined: the use of complex syntax, the use of evaluative devices, morphological errors and semantic errors.In general narratives were short and limited in scope. Partial correlations with NVIQ controlled showed that both error scores were related to reading skill. Even in this clinical language sample a small group of ‘poor text comprehenders’ could be identified who showed normal reading accuracy but poor text comprehension (n = 11, 10 per cent) as well as a majority of generally poor readers (n = 79) who showed reading accuracy and comprehension scores outside the normal range, and a significant minority of normal readers with SLI (n = 21) with both reading scores within 1SDof the normative mean. There was no support for an increased proportion of children with a ‘dyslexic’ profile: that is poor decoding in the context of good text comprehension. A significant interaction of narrative profile was found across the reading groups (group x narrative subscale). These literacy and narrative profiles have implications for educational progress and the assessment of written and oral language in difficult-to-test populations.
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Wilmer, Jeremy B., Alexandra J. Richardson, Yue Chen, and John F. Stein. "Two Visual Motion Processing Deficits in Developmental Dyslexia Associated with Different Reading Skills Deficits." Journal of Cognitive Neuroscience 16, no. 4 (May 2004): 528–40. http://dx.doi.org/10.1162/089892904323057272.
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Developmental dyslexia is associated with deficits in the processing of visual motion stimuli, and some evidence suggests that these motion processing deficits are related to various reading subskills deficits. However, little is known about the mechanisms underlying such associations. This study lays a richer groundwork for exploration of such mechanisms by more comprehensively and rigorously characterizing the relationship between motion processing deficits and reading subskills deficits. Thirty-six adult participants, 19 of whom had a history of developmental dyslexia, completed a battery of visual, cognitive, and reading tests. This battery combined motion processing and reading subskills measures used across previous studies and added carefully matched visual processing control tasks. Results suggest that there are in fact two distinct motion processing deficits in developmental dyslexia, rather than one as assumed by previous research, and that each of these deficits is associated with a different type of reading subskills deficit. A deficit in detecting coherent motion is selectively associated with low accuracy on reading subskills tests, and a deficit in discriminating velocities is selectively associated with slow performance on these same tests. In addition, evidence from visual processing control tasks as well as self-reports of ADHD symptoms suggests that these motion processing deficits are specific to the domain of visual motion, and result neither from a broader visual deficit, nor from the sort of generalized attention deficit commonly comorbid with developmental dyslexia. Finally, dissociation between these two motion processing deficits suggests that they may have distinct neural and functional underpinnings. The two distinct patterns of motion processing and reading deficits demonstrated by this study may reflect separable underlying neurocognitive mechanisms of developmental dyslexia.
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Helwig, Robert, and Gerald Tindal. "An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests." Exceptional Children 69, no. 2 (January 2003): 211–25. http://dx.doi.org/10.1177/001440290306900206.
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This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary analyses used pretest reading and mathematics achievement scores in an attempt to develop a profile of students who favored one or the other formats. The outcomes from accommodations did not necessarily match student profiles.
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González-Valenzuela, María-José, Dolores López-Montiel, Olga Cazorla-Granados, and Ernesto-Santiago González-Mesa. "Learning Disabilities in Reading and Writing and Type of Delivery in Twin Births." Children 8, no. 10 (September 23, 2021): 834. http://dx.doi.org/10.3390/children8100834.
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The aim of this study was to analyse the relationship between the type of delivery (vaginal or caesarean), as a risk factor, and the likelihood of having learning disabilities in reading (reading accuracy) and writing (phonetic and visual orthography), controlling for the interaction and/or confounding effect of gestational, obstetric, and neonatal variables (maternal age at delivery, gestational age, foetal presentation, Apgar 1, and newborn weight) among six-year-old children born in twin births. In this retrospective cohort study, the exposed and non-exposed cohorts consisted of children born by caesarean section and vaginal delivery, respectively. A total of 124 children born in twin births were evaluated in year one of primary education. Intelligence was measured using the K-BIT test; reading and writing variables were evaluated using the Evalúa-1 battery of tests, and clinical records were used to measure gestational, obstetric, and neonatal variables. Binary logistic regressions applied to each dependent variable indicated that caesarean delivery is a possible independent risk factor for difficulties in reading accuracy and phonetic and visual orthography. Future research using larger samples of younger children is required to analyse the relationship between obstetric and neonatal variables and the different basic indicators of reading and writing.
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Kormos, Judit, Milena Košak Babuder, and Karmen Pižorn. "The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners." Applied Linguistics 40, no. 5 (August 17, 2018): 834–58. http://dx.doi.org/10.1093/applin/amy028.
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Abstract Our study investigated the differences in low-level L1 skills and L2 reading, listening, and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening, and reading-while-listening performance. The findings show that, in Slovenian, which is a transparent language, dyslexic students are behind their non-dyslexic peers in word-level L1 skills after five years of literacy instruction. The results also call attention to the fact that students with weak L2 reading and listening skills might not always be at risk of, or diagnosed as having, dyslexia. Importantly, the findings suggest that the accuracy and speed of real and non-word reading in L1 might serve as useful indicators of L2 reading difficulties of young language learners. Furthermore, L1 dictation tests were also found to yield diagnostic information on young L2 learners’ listening and reading-while-listening problems.
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Albano, Anthony D., and Marie Wiberg. "Linking With External Covariates: Examining Accuracy by Anchor Type, Test Length, Ability Difference, and Sample Size." Applied Psychological Measurement 43, no. 8 (February 14, 2019): 597–610. http://dx.doi.org/10.1177/0146621618824855.
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Research has recently demonstrated the use of multiple anchor tests and external covariates to supplement or substitute for common anchor items when linking and equating with nonequivalent groups. This study examines the conditions under which external covariates improve linking and equating accuracy, with internal and external anchor tests of varying lengths and groups of differing abilities. Pseudo forms of a state science test were equated within a resampling study where sample size ranged from 1,000 to 10,000 examinees and anchor tests ranged in length from eight to 20 items, with reading and math scores included as covariates. Frequency estimation linking with an anchor test and external covariate was found to produce the most accurate results under the majority of conditions studied. Practical applications of linking with anchor tests and covariates are discussed.
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Špačková, Klára. "Text comprehension in Czech fourth-grade children with dyslexia." Journal of Language and Cultural Education 5, no. 1 (January 1, 2017): 1–19. http://dx.doi.org/10.1515/jolace-2017-0001.
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AbstractIn the Czech Republic, the concept of dyslexia is used as a global term for various developmental deficiencies relating to reading skills. The criteria used for dyslexia are not clear and intervention is solely focused on word reading training. Not much is known about the pattern and level of reading comprehension abilities among Czech readers. The study examines reading comprehension and its component skills (decoding and listening comprehension abilities) in 32 Czech fourth-grade children with a formal diagnosis of dyslexia and their classmates (N=126). In decoding tests, the children with dyslexia surprisingly lagged behind most significantly in a task concerning speed and accuracy in context reading. Contrary to expectations, the children with dyslexia also showed inferiority in a listening comprehension task. In reading comprehension measures, in comparison to the typically developing readers, the children with dyslexia achieved the best results in a oral reading comprehension task. The results are discussed with respect to Czech counselling and educational practice and the need for changes in the current support system and terminology is stressed.
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Linderholm, Tracy, Xuesong Wang, David Therriault, Qin Zhao, and Laura Jakiel. "The Accuracy of Metacomprehension Judgments: The Biasing Effect of Text Order." Electronic Journal of Research in Education Psychology 10, no. 26 (November 23, 2017): 111–28. http://dx.doi.org/10.25115/ejrep.v10i26.1487.
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Introduction. Two experiments tested the hypothesis that relative metacomprehension accuracy is vulnerable when readers’ cognitive efforts are biased by text order. It is proposed that the difficulty level of initial text information biases readers’ estimates of text comprehension but is correctable when more cognitive effort is applied.Method. In both experiments, participants were randomly assigned to read a series of expository texts in one of two text order conditions: easy-to-hard and hard-to-easy. Readers made estimates of their comprehension and took comprehension tests over their understanding of the texts in the series in order to determine relative metacomprehension accuracy.Results. Experiment 1 revealed that reading texts ordered easy-to-hard resulted in lower average relative metacomprehension accuracy compared to texts ordered hard-to-easy. In Experiment 2, when participants were explicitly instructed to put more cognitive effort in to the task, the biasing effects of text order were eliminated.Discussion and Conclusion. These results expand one tenet of the optimum-effort hypothesis that relative metacomprehension accuracy is minimized when reading is perceived to be easy, requiring little cognitive effort.
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Chalmers, Kerry A., and Emily E. Freeman. "Working Memory Power Test for Children." Journal of Psychoeducational Assessment 37, no. 1 (September 15, 2017): 105–11. http://dx.doi.org/10.1177/0734282917731458.
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Low working memory (WM) capacity has been linked to poor academic performance and problem behavior. Availability of easy-to-administer screening tests would facilitate early detection of WM deficits. This study investigated the psychometric properties of the Working Memory Power Test for Children (WMPT) in 170 Australian schoolchildren (8½-11 years). Reliability (internal consistency) and validity of WMPT accuracy scores were examined. WMPT accuracy predicted achievement in reading, numeracy, and spelling. The results provide preliminary evidence of reliability and validity that supports interpretation of the WMPT accuracy score. With additional research, the WMPT could be valuable as an easy-to-administer screener for WM deficits.
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Neubauer, Jakob, Claudia Neubauer, Julia Wicklein, Thomas Mertelmeier, Marisa Windfuhr-Blum, and Mathias Langer. "Multiple Angulated Mammography Reconstructions in Digital Breast Tomosynthesis for the Diagnosis of Microcalcifications – Added Value to Standard Stack Reconstructions and Synthesized Mammography." RöFo - Fortschritte auf dem Gebiet der Röntgenstrahlen und der bildgebenden Verfahren 190, no. 05 (February 1, 2018): 433–40. http://dx.doi.org/10.1055/s-0044-100726.
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Purpose To compare ratings regarding the depiction, diagnostic accuracy and lesion characterization of conventional synthesized mammography (SM), multiple angulated mammography reconstructions (INSIGHT3D), and standard stack reconstructions in digital breast tomosynthesis for microcalcifications. Materials and Methods This is a retrospective, multicase, multireader study. We included patients with digital breast tomosynthesis (DBT), microcalcifications and histology over a period of four months in our institution and the same number of normal cases. Three radiologists, who were blinded to patient data, independently rated the depiction, distribution, morphology and BI-RADS score of microcalcifications in SM, INSIGHT3D and standard stack reconstructions. Deidentified images were presented in random order. Reading time was measured. Friedman and post hoc Nemenyi tests, Cochrane’s Q and post hoc Wilcoxon signed rank tests, Fleiss’ kappa and receiver operating characteristics were used for statistical analysis. Results We included 41 histopathologically proven and 41 normal cases. Depiction of microcalcifications was rated better in INSIGHT3D than in SM and better in stack reconstructions than in INSIGHT3D and SM (P < 0.001). The reading time was lower in SM and INSIGHT3D compared to stack reconstructions (P < 0.001). The diagnostic accuracy and inter-rater correlation were comparable between all tested modes of reconstruction. Conclusions INSIGHT3D has higher ratings regarding the depiction of microcalcifications compared to SM while maintaining a short reading time. Our preliminary assessment suggests that INSIGHT3D provides added value to SM. Key points Citation Format
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Xue, Xiaonan, Maja Oktay, Sumanta Goswami, and Mimi Y. Kim. "A method to compare the performance of two molecular diagnostic tools in the absence of a gold standard." Statistical Methods in Medical Research 28, no. 2 (August 17, 2017): 419–31. http://dx.doi.org/10.1177/0962280217726804.
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The paper is motivated by the problem of comparing the accuracy of two molecular tests in detecting genetic mutations in tumor samples when there is no gold standard test. Commonly used sequencing methods require a large number of tumor cells in the tumor sample and the proportion of tumor cells with mutation positivity to be above a threshold level whereas new tests aim to reduce the requirement for number of tumor cells and the threshold level. A new latent class model is proposed to compare these two tests in which a random variable is used to represent the unobserved proportion of mutation positivity so that these two tests are conditionally dependent; furthermore, an independent random variable is included to address measurement error associated with the reading from each test, while existing latent class models often assume conditional independence and do not allow measurement error. In addition, methods for calculating the sample size for a study that is sufficiently powered to compare the accuracy of two molecular tests are proposed and compared. The proposed methods are then applied to a study which aims to compare two molecular tests for detecting EGFR mutations in lung cancer patients.
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Bruns, David E., Edward J. Huth, Erik Magid, and Donald S. Young. "Toward a Checklist for Reporting of Studies of Diagnostic Accuracy of Medical Tests." Clinical Chemistry 46, no. 7 (July 1, 2000): 893–95. http://dx.doi.org/10.1093/clinchem/46.7.893.
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Abstract Background: “Diagnostic accuracy” refers to the ability of medical tests to provide accurate information about diagnosis, prognosis, risk of disease, and other clinical issues. Published reports on diagnostic accuracy of medical tests frequently fail to adhere to minimal clinical epidemiological standards, and such failures lead to overly optimistic assessments of evaluated tests. Our aim was to enumerate key items for inclusion in published reports on diagnostic accuracy, with a related aim of making the reports more useful for systematic reviews. Methods: We examined published reports on shortcomings of studies of diagnostic accuracy. We prepared an initial draft of a checklist to address common errors and presented it at a meeting of editors. After incorporation of comments from editors, we published a revised version in Clinical Chemistry in 1997 for comment from readers. One of us (E.M.) additionally circulated copies of the draft to methodologists and others interested in Evidence-Based Medicine. We updated the checklist with input from these sources. Results: The updated document lists items for inclusion in the title, abstract, methods, results, and discussion sections of published papers. Depending on the nature of the study, the total number of items for a single paper is ∼40. We invite comments on this document, which is freely available at Clinical Chemistry Online, where it can accessed readily from the Table of Contents for the July 2000 issue at www.clinchem.org/content/vol46/issue7/. Comments (eLetters) can be posted there for general reading. Conclusions: The suggested revisions incorporated in this report appear useful to ensure inclusion of additional information that can allow assessment of the validity of the conclusions and the applicability of the study in other settings. The list can be useful in formulating guidelines and a checklist, which will require testing by authors and study of their effect on published studies of diagnostic accuracy.
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Keskin, Ali Umit, Pinar Ciragil, and Aynur Eren Topkaya. "Clinical Accuracy of Instrument-Read SARS-CoV-2 Antigen Rapid Diagnostic Tests (Ag-IRRDTs)." International Journal of Microbiology 2022 (May 9, 2022): 1–12. http://dx.doi.org/10.1155/2022/9489067.
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This systematic review (PROSPERO registration number: CRD42021282476) aims to collect and analyse current evidence on real-world performance based on clinical accuracy of instrument-read rapid antigen diagnostic tests (Ag-IRRDTs) for SARS-CoV-2 identification. We used PRISMA Checklist and searched databases (PubMed, Web of Science Core Collection and FIND) for publications evaluating the accuracy of SARS-CoV-2 Ag-IRRDTs as of 30 September 2021, and included 40 independent clinical studies resulting in 48 Ag-IRRDT datasets with 137,770 samples. Across all datasets, pooled Ag-IRRDT sensitivity was 67.1% (95% CI: 65.9%–68.3%) and specificity was 99.4% with a tight CI. Pooled sensitivity and specificity of SARS-CoV-2 Ag-IRRDTs did not demonstrate a significant superiority over SARS-CoV-2 rapid antigen tests which do not require a reader instrument, even in the case where surveillance and screening datasets were excluded from the analysis. Nevertheless, they provide connectivity advantages and remove operator interface (in results-reading) issues. The lower sensitivity of certain brands of Ag-IRRDTs can be overcome in high prevalence areas with high frequency of testing. New SARS-CoV-2 variants are major concern for current and future diagnostic performance of these tests.
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Verdu, Ana Claudia Moreira Almeida, and France Matos de Oliveira. "Accuracy in dictation after improvement of reading and copying skills in a student with learning difficulties." Estudos de Psicologia (Campinas) 31, no. 1 (March 2014): 25–34. http://dx.doi.org/10.1590/0103-166x2014000100003.
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The aim of this study was to use systematic teaching in a clinical setting using software to teach reading and writing in one boy with learning difficulties and obtain accurate performance in dictation. In the pre-test, the student showed good performance in matching-to-sample tasks (96% in matching printed words to dictated words; 88% in matching pictures to dictated words), although he obtained a low percentage of correct answers in the dictation of constructed responses (52%) and manuscripts (24%). The teaching strengthened the selection of printed words matched to dictated words and copying words. The student obtained 100% correct answers in the teaching tasks. In post-tests of dictation, he obtained 100% correct answers in constructed response and 96% correct answers in manuscripts. The results indicate that carefully teaching copying may promote accuracy in the performance of responding to minimal units in dictation tasks.
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Klingbeil, David A., Ethan R. Van Norman, Peter M. Nelson, and Chris Birr. "Evaluating Screening Procedures Across Changes to the Statewide Achievement Test." Assessment for Effective Intervention 44, no. 1 (January 12, 2018): 17–31. http://dx.doi.org/10.1177/1534508417747390.
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Several states have changed their statewide achievement tests over the past 5 years. These changes may pose difficulties for educators tasked with identifying students in need of additional support. This study evaluated the stability of decision-making accuracy estimates across changes to the statewide achievement test. We analyzed extant data from a large suburban district in Wisconsin in 2014–2015 ( N = 2,774) and 2015–2016 ( N = 2,882). We estimated the decision-making accuracy of recommendations from the Measures of Academic Progress for predicting risk on a Common Core State Standards aligned test (2014–2015) and a new test based on updated academic standards (2015–2016) in reading and math. Findings suggest that sensitivity and specificity estimates were relatively stable in math. Changes in the criterion measure were associated with decreased sensitivity when predicting performance in reading. These results provide initial support for educators to continue existing screening practices until test vendors or state educational agencies establish cut-scores for predicting risk on the newer test. Using a lower cut-score to establish risk (increasing sensitivity while decreasing specificity) may be prudent in reading. Limitations and directions for future research are discussed.
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Waters, Gloria S., and David Caplan. "The Measurement of Verbal Working Memory Capacity and Its Relation to Reading Comprehension." Quarterly Journal of Experimental Psychology Section A 49, no. 1 (February 1996): 51–79. http://dx.doi.org/10.1080/713755607.
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Ninety-four subjects were tested on the Daneman and Carpenter (1980) reading span task, four versions of a related sentence span task in which reaction times and accuracy on sentence processing were measured along with sentence-final word recall, two number generation tasks designed to test working memory, digit span, and two shape-generation tasks designed to measure visual-spatial working memory. Forty-four subjects were retested on a subset of these measures at a 3-month interval. All subjects were tested on standard vocabulary and reading tests. Correlational analyses showed better internal consistency and test-retest reliability of the sentence span tasks than of the Daneman-Carpenter reading span task. Factor analysis showed no factor that could be related to a central verbal working memory; rotated factors suggested groupings of tests into factors that correspond to digit related tasks, spatial tasks, sentence processing in sentence span tasks, and recall in sentence span tasks. Correlational analyses and regression analyses showed that the sentence processing component of the sentence span tasks was the best predictor of performance on the reading test, with a small independent contribution of the recall component. The results suggest that sentence span tasks are unreliable unless measurements are made of both their sentence processing and recall components, and that the predictive value of these tasks for reading comprehension abilities lies in the overlap of operations rather than in limitations in verbal working memory that apply to both.
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Al-Jarf, Reima. "Text-To-Speech Software for Promoting EFL Freshman Students’ Decoding Skills and Pronunciation Accuracy." Journal of Computer Science and Technology Studies 4, no. 2 (August 9, 2022): 19–30. http://dx.doi.org/10.32996/jcsts.2022.4.2.4.
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Two groups of freshman students, enrolled in a Vocabulary I and Reading I courses, participated in the study. Before instruction, both groups took a recognition (vocabulary) and a production (oral reading) pre-test. Comparisons of the pre-test scores showed no significant differences between the experimental and control group in decoding skills and pronunciation proficiency. Then, both groups were exposed to the same in-class vocabulary and reading instruction. They covered the same lessons, skills, exercises, and tests. Since freshman students have problems in producing phonemes, consonant clusters, word stress and lack skill in associating written graphemes with their corresponding phonemes, read word by word and lack oral reading fluency, the experimental group used a text-to-speech (TTS) software called NaturalReader. Every week the students typed or copied and paste the lessons they took in class from the textbook into NaturalReader and practiced listening to the lessons read by the software. They could listen to the text as many times as they needed in the language lab or at home and could adjust the software reading speed. Every 4 weeks, experimental students took an oral reading and a vocabulary test and at the end of the semester (after 12 weeks), both groups took a recognition (vocabulary) and a production (oral reading) posttest. Results showed significant differences between the experimental and control groups as a result of using the NaruralReader. Improvement was noted in the decoding skill enhancement, reading fluency and pronunciation accuracy but not in vocabulary knowledge. Results showed slow but gradual improvement. Significant improvement was noted after 8 and 12 weeks. There was a positive correlation between the number of lessons and texts practiced and weekly practice time and decoding and pronunciation proficiency posttest scores. The students reported positive attitudes towards practicing decoding and pronunciation via NaturalReader. Procedures, results and recommendations are given in detail.
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Mendels, David-A., Laurent Dortet, Cécile Emeraud, Saoussen Oueslati, Delphine Girlich, Jean-Baptiste Ronat, Sandrine Bernabeu, Silvestre Bahi, Gary J. H. Atkinson, and Thierry Naas. "Using artificial intelligence to improve COVID-19 rapid diagnostic test result interpretation." Proceedings of the National Academy of Sciences 118, no. 12 (March 5, 2021): e2019893118. http://dx.doi.org/10.1073/pnas.2019893118.
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Serological rapid diagnostic tests (RDTs) are widely used across pathologies, often providing users a simple, binary result (positive or negative) in as little as 5 to 20 min. Since the beginning of the COVID-19 pandemic, new RDTs for identifying SARS-CoV-2 have rapidly proliferated. However, these seemingly easy-to-read tests can be highly subjective, and interpretations of the visible “bands” of color that appear (or not) in a test window may vary between users, test models, and brands. We developed and evaluated the accuracy/performance of a smartphone application (xRCovid) that uses machine learning to classify SARS-CoV-2 serological RDT results and reduce reading ambiguities. Across 11 COVID-19 RDT models, the app yielded 99.3% precision compared to reading by eye. Using the app replaces the uncertainty from visual RDT interpretation with a smaller uncertainty of the image classifier, thereby increasing confidence of clinicians and laboratory staff when using RDTs, and creating opportunities for patient self-testing.
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Choko, Augustine T., Miriam Taegtmeyer, Peter MacPherson, Derek Cocker, McEwen Khundi, Deus Thindwa, Rodrick S. Sambakunsi, et al. "Initial Accuracy of HIV Rapid Test Kits Stored in Suboptimal Conditions and Validity of Delayed Reading of Oral Fluid Tests." PLOS ONE 11, no. 6 (June 23, 2016): e0158107. http://dx.doi.org/10.1371/journal.pone.0158107.
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