Exploring the concurrent validity of a linguistically responsive pre-reading assessment in bilingual children
The Urdu Phonological Tele-Assessment (U-Pass) tool
Dados Bibliográficos
| ID | 22166323 |
|---|---|
| Autores | Insiya Bhalloo (0000-0002-2447-1080, University of Toronto, autor correspondente), Mónika Molnár (0000-0001-5296-7924, University of Toronto) |
| Ano | 2025 |
| Volume | 10 |
| Data de publicação | 2025-07-25 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Frontiers in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editora | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1572807 |
| OpenAlex | W4412913270 |
| Idioma | EN |
| Referências citadas | 36 |
Introduction Childhood language and reading contribute to academic and socio-economic success. It is therefore important to identify school-aged children’s language and reading abilities as early as possible to provide additional support. Oral-language assessment tools are used by speech-language pathologists (SLPs) and educators for early identification of children at risk for reading difficulties. Particularly, phonological processing is an oral-language and pre-reading skill commonly used to examine reading skills at the early grade levels. However, there is a clear English-language assessment bias when it comes to these pre-reading assessment tools, which impacts clinical and research practices. Bilingual children are commonly misidentified with reading disorders–partially due to the lack of appropriate assessment tools. To address this bias, we developed and evaluated an age- and linguistically-appropriate Urdu Phonological Tele-Assessment (U-PASS) tool across three phases. The U-PASS consists of 10 phonological awareness, phonological memory, and rapid automatized naming subtests. Methods We tested 115 typically-developing Urdu-English simultaneous bilinguals in Grades 1–2 across Canada and Pakistan on the U-PASS, vocabulary and reading accuracy measures, and background questionnaires. Results Item-level analysis, involving point-biserial correlations, accuracy rates, and Cronbach’s alpha, and linear regression, involving subtest- and composite-level analysis, were used to collect evidence for U-PASS’s internal reliability and criterion-based concurrent validity. Discussion Our linear regression analyses indicated significant phonological processing-reading associations after accounting for background variables, thereby demonstrating U-PASS’s concurrent validity for assessing Urdu word/non-word reading. The open-access tool enables SLPs and educators to provide early pre-reading assessment and support for the successful development of oral-language and reading skills in bilingual children speaking Urdu—a common, yet under-investigated, language globally
Concurrent validity · Developmental psychology · Linguistics · Natural language processing · Psychometrics · Test validity · Urdu · Computer Science · Infant Development and Preterm Care · Language Development and Disorders · Psychology · Reading and Literacy Development · Artificial Intelligence
Bilingual
Language Testing and Validation
The Sources of Four Commonly Reported Cutoff Criteria
Enduring Links From Childhood Mathematics and Reading Achievement to Adult Socioeconomic Status
Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
The Language Experience and Proficiency Questionnaire (Leap-Q)
Development and validation of a Chinese character acquisition assessment for second-language kindergarteners
The Role of Context in Learning to Read Languages That Use Different Writing Systems and Scripts
The effects of second language literacy instruction on first language literacy
To read or not to read
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |