Abstract:

Multiple research studies have demonstrated that the single biggest constraint on academic learning of primary grade children is the lack of appropriate reading skills (National Reading Panel [NRP], 2000). Identifying this problem in children and providing appropriate support can result in dramatic academic improvement (Hattie, 2009). This takes on a level of urgency in India, where results from large-scale literacy assessments (for example, the Annual Status of Education Report [ASER], 2018) are dismal - less than half of fifth grade-level children could read second-grade level texts.

There are many tools to measure the reading ability of children. One such method, Curriculum-Based Measurement (CBM), devised by Stanely Deno and colleagues is now considered ‘best practice’ in the field (Deno, 2003; Busch & Reschly, 2009). CBMs are reliable and valid measures that allow for frequent progress monitoring of a child’s performance. Repeated progress monitoring enables a teacher to adjust her practices in a timely manner. A child’s performance can also be compared against local, regional or national benchmarks. Benchmark scores help teachers interpret the child’s individual score - for example, do 10 words read in one minute mean that the child is reading well as compared to his or her peers? Benchmark scores also help teachers set realistic targets for the child.

The Gateway School of Mumbai (Gateway) has been using CBM tools for formative and benchmark assessments of reading, for over 8 years and has found them an effective measure of foundational reading skills. We have also trained 30 mainstream teachers in this method through our Outreach Programs. Using this method, the teacher can immediately see (numerical and graphical) results that represent:
The child’s actual score on the specific reading passage.
The progress made since the previous test.
How the child is situated vis-a-vis others in his age-group in reading ability.

Significance of the Study:
Over the years, Gateway has realised that there are three significant constraints with using this tool in its current form.
It has been designed for children in the US and is not context-specific for children in India.
The tool is manually administered and scored. This can be quite cumbersome and time-consuming given the high teacher ratios in India.
The tool does not prescribe ‘next steps’. Teachers have to rely on their own professional judgment to interpret the reports and decide how best to help the child.
As a result, the norms are not representative of local reading abilities. Students often cannot relate to the reading content in the passages. Many teachers lack the background knowledge or competencies required to be able to use the data appropriately. The child’s scores may be misinterpreted, and inaccurate or unsuitable intervention may be recommended.

Purpose of the Study:
This presentation outlines Gateway’s attempts to overcome these concerns by:
Developing equivalent forms of reading passages that are culturally relevant. Gateway has adapted passages developed by Pratham Books. These reading passages are open source, contextually relevant, and graded to support different reading levels.
Digitizing the tool (phone and/or tablet application), in collaboration with an Education-tech Company for optimal usability, so that any teacher can have immediate test results at hand.
Developing an ‘action plan’ that will help guide teachers’ intervention plans.

Keywords:

Technology, struggling learners, foundational reading skills, developing countries.