Jean Ecalle

COMPUTER-BASED ASSESSMENT OF READING IN 7- TO 10 Y-O CHILDREN: THE ROLE OF VOCABULARY IN WORD READING AND COMPREHENSION

This study aims at assessing reading ability in primary school children. One hundred ninety-eight French-speaking children in grade 2 (N=48), grade 3 (N=50), grade 4 (N=50), and grade 5 (N=50) were assessed using a computer-based program. Efficiency and accuracy were recorded. Word Reading was assessed with a phonological decoding task, an orthographic discrimination task and a semantic categorization task. Reading and listening comprehension were assessed using texts with three types of questions to examine literal and two inferential processes (text-connecting inferences and knowledge-based inferences). Vocabulary depth was assessed with questions about properties and categories of target words in the latter texts. Results from analyses of variance showed an effect of the grade level on the four components. Supplementary regression analyses highlight the emerging role of vocabulary knowledge as word reading processes become more and more automated. This study provided a complete and accurate assessment of reading skill. An analysis of performance according to grade should provide important information about reading processes and difficulties which children may encounter during primary school.