Abstract:

Today researchers agree that there is no clear demarcation between reading and pre-reading skills (Whiterhust and Lonigan, 1998). There are cognitive factors that affect the development of literacy and these interact with environmental factors (one of which is the teacher’s approach) and researchers are interested in assessing them. There are many conventional psychological tests, but in recent years researchers have begun to explore the potential of computer-based assessments as tools for teachers and other professionals. An innovative system is CoPS (Cognitive Profiling System), developed in the UK by Singleton (2000). This is a computerised assessment system for children aged 4 to 8 years that has proven scientific validity for the early identification of dyslexia, and can help teachers identify many other cognitive difficulties that can interfere with children's learning. It comprises tests of fundamental cognitive skills that underpin learning: phonological awareness, phoneme discrimination, auditory short-term memory, visual short-term memory, visual and verbal sequencing. Results, in the form of graphical profiles and individual response records, clearly show children's strengths and weaknesses in comparison with national norms. Thus, potential problems can be spotted at an early stage and appropriate teaching strategies can be offered to overcome difficulties and prevent failure.
Considering that the relation between phonological processes and literacy development could have a practical impact on classroom teaching (Whiteley et al. 2007), the aim of this work is to identificate the children at risk for the learning difficulties. In particular, we are interested in exploring the effect of an implemented training to minimise the chances of failure and maximise success, at least for the abilities considered and analysed by Cops.
The first step of the research involved a total of 210 children tested by Cops. They all ranged from 5.2 to 6.5 years of age, with a mean age of 5 years and 8 months, and were selected from some kindergarten schools of Trieste (Italy). About 59 children were identified as being at risk for learning difficulties and therefore stimulated by the training. To decide on the children at risk, we established the following criteria: performance below the 5th percentile in at least one test of the program and below the 10th percentile for the accuracy variable; in at least two tests or below the 5th percentile, for speed, in at least two tests. In this way, the percentage of children at risk was deemed to be about 28%.
Presently, we can show data that prove the effectiveness of early interventions based upon the systematic development of phonological awareness and memory skills. There is also a hypothesis to transfer the training to a computerised program and advantages and disadvantages involved will be discussed.

References:
Singleton C., Thomas K. and Horne J. (2000). Computer-based cognitive assessment and the development of reading. Journal of Research in Reading, 23, 2, 158-180.

Whiteley H.E., Smith C.D. and Connors L. (2007) Young children at risk of literacy difficulties: factors predicting recovery from risk following phonologically based intervention. Journal of Research in Reading, 30, 2, 249-269.

Whiterhust G.J and Lonigan C.J. (1998) Child Development and Emergent Literacy. Child Development, 69, 3, 848-872.

Keywords:

computer-assessment, educational training, learning difficulties.