Does non-linguistic segmentation still predict literacy in an L2 education? Statistical learning in Ivorian primary schools

Zinszer, Benjamin D.; Hannon, Joelle; Kouadio, Élise; AKPE, Hermann; Tanoh, Fabrice; Hu, Anqi; Qi, Zhenghan; Jasińska, Kaja K.

doi:10.31730/osf.io/fg8s9

Cited by 3 publications

(2 citation statements)

References 44 publications

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“…We specifically avoided using a picture‐based vocabulary task, as images can often be strongly culturally‐bound and therefore inappropriate for rural Ivorian context. Notably, all in‐person measures were previously implemented in Côte d'Ivoire to assess the language and literacy skills of children in this age range (see Akpé et al, 2021; Ball et al, 2022; Brice et al, 2023; Jasińska, Akpe, et al, 2022; Jasińska, Zinszer, et al, 2022; Whitehead et al, 2023; Zinszer et al, 2023a, 2023b).…”

Section: Methodsmentioning

confidence: 99%

Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?

Sobers,

Whitehead,

N'Goh

et al. 2023

Reading Research Quarterly

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Technology‐based remote research methods are increasingly widespread, including learning assessments in child development and education research. However, little is known about whether technology‐based remote assessments remain as valid and reliable as in‐person assessments. We developed a low‐cost phone‐based language and literacy assessment for primary‐school children in low‐resource communities in rural Côte d'Ivoire using voice calls and SMS. We compared the reliability and validity of this phone‐based assessment to an established in‐person assessment. A total of 685 5th grade children completed language (phonological awareness, vocabulary, language comprehension) and literacy (letter, word, pseudoword, passage reading, and comprehension) tasks in‐person and by phone. Reliability (internal consistency) and predictive validity were high across in‐person and phone‐based tasks. Children's performance across in‐person and phone‐based assessments was moderately to strongly correlated. Phonological awareness and vocabulary skills measured in‐person and by phone significantly predicted in‐person and phone‐based letter, word, and pseudoword reading. Oral language and decoding skills measured in‐person and by phone significantly predicted in‐person and phone‐based passage reading and comprehension. Our phone‐based assessment was a reliable and valid measure of language and reading and feasible for low‐resource settings. Low‐cost technologies offer significant potential to measure children's learning remotely, increasing the inclusion of remote and low‐resource populations in education research.

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Section: Methodsmentioning

confidence: 99%

Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?

Sobers,

Whitehead,

N'Goh

et al. 2023

Reading Research Quarterly

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show abstract

“…Literacy was assessed using timed letter and word reading tasks from the French language EGRA (RTI International, 2015) previously used with primary‐school children in Côte d'Ivoire (Ball et al., 2022; Jasińska et al., 2022a; 2022b; Zinszer et al., 2023a; 2023b). For each task, children practiced first using a small group of sample items and received feedback from the experimenter.…”

Section: Methodsmentioning

confidence: 99%

Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d'Ivoire

Whitehead,

Ball,

Brice

et al. 2024

Child Development

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Literacy and numeracy are correlated throughout development, however, our understanding of this relation is limited. We explored the predictors of literacy and numeracy covariance (i.e., shared fluency between literacy and numeracy) in children (N = 1167, girls = 563) in rural Côte d'Ivoire, with specific focus on how developmental timing of instruction may relate to covariance. Many Ivorian children experience late enrollment and grade repetition, leading to variation in age‐for‐grade; participants were between grades 1 to 6, but their ages ranged from 5 to 15 (M = 9.19, SD = 2.07). Phonological awareness, numerical magnitude, ordinality, working memory, and inhibitory control were cognitive predictors of covariance. Age‐for‐grade was negatively related to covariance suggesting that covariance is related to timing of instruction.

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Modeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d’Ivoire

Khan,

Wortsman,

Whitehead

et al. 2024

Cognitive Development

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Does non-linguistic segmentation still predict literacy in an L2 education? Statistical learning in Ivorian primary schools

Cited by 3 publications

References 44 publications

Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?

Is a Phone‐Based Language and Literacy Assessment a Reliable and Valid Measure of Children's Reading Skills in Low‐Resource Settings?

Variability in the age of schooling contributes to the link between literacy and numeracy in Côte d'Ivoire

Modeling the associations between socioeconomic risk factors, executive function components, and reading among children in rural Côte d’Ivoire

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