dc.contributor.author | Yeatman, Jason D. | |
dc.contributor.author | Tang, Kenny An | |
dc.contributor.author | Donnelly, Patrick M. | |
dc.contributor.author | Yablonski, Maya | |
dc.contributor.author | Ramamurthy, Mahalakshmi | |
dc.contributor.author | Karipidis, Iliana I. | |
dc.contributor.author | Caffarra, Sendy | |
dc.contributor.author | Takada, Megumi E. | |
dc.contributor.author | Kanopka, Klint | |
dc.contributor.author | Ben‑Shachar, Michal | |
dc.contributor.author | Domingue, Benjamin W. | |
dc.date.accessioned | 2021-03-29T13:45:28Z | |
dc.date.available | 2021-03-29T13:45:28Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Yeatman, J.D., Tang, K.A., Donnelly, P.M. et al. Rapid online assessment of reading ability. Sci Rep 11, 6396 (2021). https://doi.org/10.1038/s41598-021-85907-x | es_ES |
dc.identifier.issn | 2045-2322 | |
dc.identifier.uri | http://hdl.handle.net/10810/50812 | |
dc.description | Published18 March 2021 | es_ES |
dc.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 webbrowser,
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 resourceintensive,
in-person reading assessment, and provides an efficient and automated tool for effective
online research into the mechanisms of reading (dis)ability. | es_ES |
dc.description.sponsorship | We would like to thank the Pavlovia and PsychoPy team for their support on the browser-based experiments.
This work was funded by NIH NICHD R01HD09586101, research grants from Microsoft and Jacobs Foundation
Research Fellowship to J.D.Y. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Scientific Reports | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.title | Rapid online assessment of reading ability | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | Open Access This article is licensed under a Creative Commons Attribution 4.0 International
License, which permits use, sharing, adaptation, distribution and reproduction in any medium or
format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the
Creative Commons licence, and indicate if changes were made. The images or other third party material in this
article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the
material. If material is not included in the article’s Creative Commons licence and your intended use is not
permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from
the copyright holder. To view a copy of this licence, visit http:// creat iveco mmons. org/ licen ses/ by/4. 0/.
© The Author(s) 2021 | es_ES |
dc.relation.publisherversion | https://www.nature.com/srep/ | es_ES |
dc.identifier.doi | 10.1038/s41598-021-85907-x | |