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Exploring the Opportunities for Online Assessment of Phonological Awareness at the Beginning of Schooling

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Abstract

Phonological awareness plays a key role in learning to read; therefore, its assessment has received a lot of attention. Research in the domain of phonological awareness has been characterized by attempts to develop reliable and valid assessment tools for diverse populations. Over the past few decades, phonological awareness assessment has gone through a significant evolution. Computer-delivered tests have led to new opportunities. Integrating the new medium into the testing process offers multiple benefits compared to traditional face-to-face and paper-and-pencil methods. Studies on the feasibility, structure and results of online assessments are scarce. The aim of the present study is to explore the possibilities for a technology-based assessment of phonological awareness of Hungarian first language learners (N = 5838) and to develop a reliable and valid online instrument. Results suggest that we have managed to develop a valid, reliable and easy-to-use online phonological awareness test that can be used easily in elementary school classroom settings. The unique results about the multi-dimensional nature of the construct can help rethinking and reconceptualizing phonological assessment in a wide range of languages. Since Hungarian is a language with a high level of orthographic transparency, the results could be generalized to other languages with similar qualities.

Résumé

La conscience phonologique joue un rôle clé dans l'apprentissage de la lecture ; par conséquent, son évaluation a reçu beaucoup d'attention. La recherche dans le domaine de la conscience phonologique a été caractérisée par des tentatives de développer des outils d'évaluation fiables et valides pour diverses populations. Au cours des dernières décennies, l'évaluation de la conscience phonologique a connu une évolution significative. Les tests informatisés ont ouvert de nouvelles opportunités. L'intégration du nouveau support dans le processus de test offre de multiples avantages par rapport aux méthodes traditionnelles en face à face et papier-crayon. Les études sur la faisabilité, la structure et les résultats des évaluations en ligne sont rares.

Le but de la présente étude est d'explorer les possibilités d'une évaluation de la conscience phonologique des apprenants de langue maternelle hongroise (N = 5838) basée sur la technologie et de développer un instrument d’évaluation en ligne sûr et valide.

Les résultats suggèrent que nous avons réussi à développer un test de conscience phonologique en ligne valide, fiable et facile à utiliser qui peut être employé facilement dans les salles de classe du primaire.

Les résultats uniques sur la nature multidimensionnelle de la construction peuvent aider à repenser et à reconceptualiser l'évaluation phonologique dans un large éventail de langues. Le hongrois étant une langue avec un niveau élevé de transparence orthographique, les résultats pourraient être généralisés à d'autres langues ayant des qualités similaires.

Resumen

La conciencia fonológica juega un papel clave en el aprendizaje de la lectura; por lo tanto, su evaluación ha recibido mucha atención. La investigación sobre el dominio de la conciencia fonológica se ha caracterizado por sus intentos de desarrollar herramientas de evaluación confiables y válidas para diversas poblaciones. En las últimas décadas, la evaluación de la conciencia fonológica ha experimentado una evolución significativa. Exámenes hechos a ordenador han generado nuevas oportunidades. La integración del nuevo medio en el proceso de prueba ofrece múltiples beneficios en comparación con los métodos tradicionales como exámenes orales o escritos. Los estudios sobre la viabilidad, la estructura y los resultados de las evaluaciones online son escasos. El objetivo del presente estudio es explorar las posibilidades de una evaluación basada en la tecnología de la conciencia fonológica de los estudiantes de lengua materna húngara (N = 5838) y desarrollar un instrumento online confiable y válido. Los resultados sugieren que hemos logrado desarrollar una prueba de conciencia fonológica en línea válida, confiable y fácil de usar que se puede utilizar fácilmente en las aulas de los colegios. Los resultados únicos sobre la naturaleza multidimensional del constructo pueden ayudar a repensar y reconceptualizar la evaluación fonológica en una amplia gama de idiomas. Dado que el húngaro es un idioma con un alto nivel de transparencia ortográfica, los resultados podrían generalizarse a otros idiomas con cualidades similares.

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  1. Institute of Applied Pedagogy, Juhász Gyula Faculty of Education, University of Szeged, Szeged, Hungary

    Ágnes Hódi

  2. MTA-SZTE Research Group on the Development of Competencies, Institute of Education, University of Szeged, Szeged, Hungary

    Edit Tóth

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All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by AH and ET under the aegis of the MTA-SZTE Research Group on the Development of Competencies. All authors read and approved the final manuscript.

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Hódi, Á., Tóth, E. Exploring the Opportunities for Online Assessment of Phonological Awareness at the Beginning of Schooling. IJEC 56, 169–188 (2024). https://doi.org/10.1007/s13158-023-00357-y

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