Rapid online assessment of reading ability

Abstract An accurate model of the factors that contribute to individual differences in reading ability depends on data collection in large, diverse and representative samples of research participants. However, that is rarely feasible due to the constraints imposed by standardized measures of reading...

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Autores principales:	Jason D. Yeatman, Kenny An Tang, Patrick M. Donnelly, Maya Yablonski, Mahalakshmi Ramamurthy, Iliana I. Karipidis, Sendy Caffarra, Megumi E. Takada, Klint Kanopka, Michal Ben-Shachar, Benjamin W. Domingue
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/3c80a6cb29f246dfb9077b617f531e13
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spelling	oai:doaj.org-article:3c80a6cb29f246dfb9077b617f531e132021-12-02T16:30:47ZRapid online assessment of reading ability10.1038/s41598-021-85907-x2045-2322https://doaj.org/article/3c80a6cb29f246dfb9077b617f531e132021-03-01T00:00:00Zhttps://doi.org/10.1038/s41598-021-85907-xhttps://doaj.org/toc/2045-2322Abstract An accurate model of the factors that contribute to individual differences in reading ability depends on data collection in large, diverse and representative samples of research participants. However, that is rarely feasible due to the constraints imposed by standardized measures of reading ability which require test administration by trained clinicians or researchers. Here we explore whether a simple, two-alternative forced choice, time limited lexical decision task (LDT), self-delivered through the web-browser, can serve as an accurate and reliable measure of reading ability. We found that performance on the LDT is highly correlated with scores on standardized measures of reading ability such as the Woodcock-Johnson Letter Word Identification test (r = 0.91, disattenuated r = 0.94). Importantly, the LDT reading ability measure is highly reliable (r = 0.97). After optimizing the list of words and pseudowords based on item response theory, we found that a short experiment with 76 trials (2–3 min) provides a reliable (r = 0.95) measure of reading ability. Thus, the self-administered, Rapid Online Assessment of Reading ability (ROAR) developed here overcomes the constraints of resource-intensive, in-person reading assessment, and provides an efficient and automated tool for effective online research into the mechanisms of reading (dis)ability.Jason D. YeatmanKenny An TangPatrick M. DonnellyMaya YablonskiMahalakshmi RamamurthyIliana I. KaripidisSendy CaffarraMegumi E. TakadaKlint KanopkaMichal Ben-ShacharBenjamin W. DomingueNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 11, Iss 1, Pp 1-11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Jason D. Yeatman Kenny An Tang Patrick M. Donnelly Maya Yablonski Mahalakshmi Ramamurthy Iliana I. Karipidis Sendy Caffarra Megumi E. Takada Klint Kanopka Michal Ben-Shachar Benjamin W. Domingue Rapid online assessment of reading ability
description	Abstract An accurate model of the factors that contribute to individual differences in reading ability depends on data collection in large, diverse and representative samples of research participants. However, that is rarely feasible due to the constraints imposed by standardized measures of reading ability which require test administration by trained clinicians or researchers. Here we explore whether a simple, two-alternative forced choice, time limited lexical decision task (LDT), self-delivered through the web-browser, can serve as an accurate and reliable measure of reading ability. We found that performance on the LDT is highly correlated with scores on standardized measures of reading ability such as the Woodcock-Johnson Letter Word Identification test (r = 0.91, disattenuated r = 0.94). Importantly, the LDT reading ability measure is highly reliable (r = 0.97). After optimizing the list of words and pseudowords based on item response theory, we found that a short experiment with 76 trials (2–3 min) provides a reliable (r = 0.95) measure of reading ability. Thus, the self-administered, Rapid Online Assessment of Reading ability (ROAR) developed here overcomes the constraints of resource-intensive, in-person reading assessment, and provides an efficient and automated tool for effective online research into the mechanisms of reading (dis)ability.
format	article
author	Jason D. Yeatman Kenny An Tang Patrick M. Donnelly Maya Yablonski Mahalakshmi Ramamurthy Iliana I. Karipidis Sendy Caffarra Megumi E. Takada Klint Kanopka Michal Ben-Shachar Benjamin W. Domingue
author_facet	Jason D. Yeatman Kenny An Tang Patrick M. Donnelly Maya Yablonski Mahalakshmi Ramamurthy Iliana I. Karipidis Sendy Caffarra Megumi E. Takada Klint Kanopka Michal Ben-Shachar Benjamin W. Domingue
author_sort	Jason D. Yeatman
title	Rapid online assessment of reading ability
title_short	Rapid online assessment of reading ability
title_full	Rapid online assessment of reading ability
title_fullStr	Rapid online assessment of reading ability
title_full_unstemmed	Rapid online assessment of reading ability
title_sort	rapid online assessment of reading ability
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/3c80a6cb29f246dfb9077b617f531e13
work_keys_str_mv	AT jasondyeatman rapidonlineassessmentofreadingability AT kennyantang rapidonlineassessmentofreadingability AT patrickmdonnelly rapidonlineassessmentofreadingability AT mayayablonski rapidonlineassessmentofreadingability AT mahalakshmiramamurthy rapidonlineassessmentofreadingability AT ilianaikaripidis rapidonlineassessmentofreadingability AT sendycaffarra rapidonlineassessmentofreadingability AT megumietakada rapidonlineassessmentofreadingability AT klintkanopka rapidonlineassessmentofreadingability AT michalbenshachar rapidonlineassessmentofreadingability AT benjaminwdomingue rapidonlineassessmentofreadingability
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Rapid online assessment of reading ability

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