Carolina Automated Reading Evaluation

The Carolina Automated Reading Evaluation (C.A.R.E.)

The Applied Cognitive Neuropsychology Lab is working to develop a fully automated computerized test that can assess children's reading performance, as well as screen for dyslexia. Dyslexia screenings are becoming a nation-wide movement for all schools, and the development of a computerized test for dyslexia will help in standardizing evaluations for reading disabilities and will provide schools with an efficient method of implementation

Background Information:

In modern society, reading is an essential skill for survival. Children with dyslexia have a Specific Learning Disability (SLD) that causes significant problems in learning to read, primarily with word-level decoding. Historically, children with dyslexia were denied educational opportunities, such as a “free and appropriate education.” Educational laws were revised specifically to ensure children with dyslexia, and more generally SLD, receive an appropriate education (Education for All Handicapped Children Act/ Individuals with Disabilities Education Act). Identification of children through diagnostic assessments has long-been an important component to educational law protecting children with learning disabilities. Consequently, there is considerable movement among state and federal educational agencies to improve reading outcomes in children by improving early identification. Indeed, the Read to Succeed Act (Title 59, Chp 155) was recently mandated in South Carolina to transform reading instruction.

The current state of dyslexia and learning disabilities is characterized, not by a lack of social or political will, but rather by a lack of methodological validity in assessment, identification, and intervention of children with dyslexia. Indeed, the methodologies to identify children within federal and state guidelines have significant problems (Decker et. al 2012; (Fletcher, et. al, 2007). Current methods, such as the IQ-Discrepancy Model (DM), referred to as a “wait-to-fail” approach, identify children only after they have fallen far behind in reading, which is too late. The alternative approach, Response to Intervention (RTI), which was designed to improve early identification, does not lead to improved outcomes. For example, in the largest study to date evaluating RTI in over 140 schools, the National Center for Education Evaluation found children receiving RTI services have worse educational outcomes than similar children with learning problems receiving no RTI services. Although an RTI method enhances early identification, failure to respond to an intervention does not provide sufficient diagnostic information to develop targeted interventions.

This issue is important because early identification (prior to 3rd grade) results in better educational outcomes (Fletcher, et. al, 2007) and reduced behavioral, and emotional consequences associated with learning problems (National Joint Committee on Learning Disabilities, NJCLD, 1990). Although research has identified appropriate diagnostic methods (Decker, 2012; Decker, et. al, 2012; Fletcher, et al, 2007), implementing effective diagnostic testing in schools has been a challenge due to financial restraints of schools. Schools must not only purchase numerous tests to adequately screen, monitor progress, and conduct diagnostic evaluations, but must also hire and train personnel to administer the tests. Because current tests used to identify SLD are expensive, time consuming, and require considerable training for effective implementation, new methods of assessment are needed (Fielding, Kerr, & Rosier, 2007).

The primary goal of this project is to advance the science of early identification of children with reading problems (grades Pre-K to 3rd) by developing and evaluating a computerized measure of early reading skills. The Carolina Automated Reading Evaluation (C.A.R.E.) uses a touchscreen interface, requires minimal personnel for administration, and uses Computerized Adaptive Testing principles to minimize test administration time. Additionally, it integrates screening, progress monitoring, and diagnostic evaluations into a single test. The secondary goal of this project is to facilitate collaboration of researchers across the university with an interest in reading or learning science.