Identification of Reading Difficulties by a Digital Game-Based Assessment Technology
Hautala, J., Heikkilä, R., Nieminen, L., Rantanen, V., Latvala, J.-M., & Richardson, U. (2020). Identification of Reading Difficulties by a Digital Game-Based Assessment Technology. Journal of Educational Computing Research, 58(5), 1003-1028. https://doi.org/10.1177/0735633120905309
Published inJournal of Educational Computing Research
© The Authors 2020
Computerized game-based assessment (GBA) system for screening reading difficulties may provide substantial time and cost benefits over traditional paper-and-pencil assessment while providing means also to individually adapt learning content in educational games. To study the reliability and validity of a GBA system to identify struggling readers performing below a standard deviation from mean in paper-and-pencil test either in raw scores and grade-normative scores, a large-scale study with first to fourth grade students (N = 723) was conducted, where GBA was administrated as a group test by tablet devices. Overall, the results indicated that the GBA can be successfully used to identify students with reading difficulties with acceptable reliability. Although the reliability of the results were at a very good level overall, the identification was even better in the reading fluency than in reading accuracy and in terms of raw scores than in grade-normative scores. These findings are the first to demonstrate the promise of GBA in assessing reading skills reliably and in a cost-efficient manner in classrooms. Furthermore, the developed GBA is directly applicable to an educational game for successfully supporting reading development of learners with varying levels of reading skill. ...
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Related funder(s)Academy of Finland
Funding program(s)Academy Programme, AoF
Additional information about fundingThis research was funded by the Academy of Finland’s Future Knowledge and Skills funding program for the project “Technology-enhanced environment for supporting reading development in all learners (ReadAll)” with grants 274050 and 274190 for the years 2014–2017. In addition, this research has been funded by Fondation Botnar, and working of J. H. for years 2018–2023 was supported by the grant 319911 from Academy of Finland; working of R. H. for years 2016–2018 was supported by the grant 277340 from Academy of Finland. ...
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