Poster #109 - Assessing Learning in Adolescents and Adults with Diverse Language Experiences and Reading Abilities

• In Event: 1-061 - Poster Session 02
  In Poster Session: PS 02 Section - Language, Communication

Integrative Statement

Learning outcomes have traditionally been assessed through reading. This poses a challenge for those who struggle with reading and those who are second language readers when compared to typical readers and native speakers of the testing language. Previous research has shown that spoken language is associated with reading comprehension (Kieffer et al., 2016). Similar associations were observed in English learners (Galloway & Uccelli, 2018) and in children with dyslexia (Lauterbach et al., 2017). However, these populations are rarely studied together. We propose that an ecologically-relevant paradigm assessing learning through spoken language may be appropriate for studying these samples, rather than through reading. In this pilot study, adults and adolescents with diverse language experiences and reading abilities participated. We expect adolescents with diverse language experiences and reading abilities to perform similarly in a learning task through spoken language.

The paradigm included scientific videos about earthquakes that were created based on the 7th and 9th Grade New Generation Science Standards in Massachusetts. The videos were void of animations and consisted of 2D-images with a narrator present on the screen’s left. The content was delivered in English and was adapted by the narrator, a former science teacher to ensure a naturalistic delivery. Participants were adults (n=26; M-age = 25.2, sd = 3.6) and adolescents who were Spanish-English bilinguals (BLs, n=7; Mage = 12.9, sd = 1.0), who had Reading Difficulties (RD, n=7; Mage = 12, sd = 1.0), and English-speaking typical readers (TDs, n=3; Mage = 11.8, sd = 0.8). The adults spoke fluent English and had various levels of proficiency in another language. The BLs spoke Spanish at home and had a range of English proficiency. All participants were asked three pre-questions about earthquakes to ensure minimal knowledge about the video content. Then, while undergoing fMRI (~6.5mins), adults and adolescents watched the video based on 9th and 7th grade curricula respectively. Afterwards, they were asked probing questions about the video. All verbal responses were audio-recorded, transcribed, and coded according to a rubric devised by two graders to determine accuracy (interrater reliability = .94 and .92 for adult and adolescents respectively). Since all participants indicated that they had minimal knowledge about the video content, it is reasonable to assume that accuracy reflected learning new information in the videos. BLs were allowed to respond in Spanish.

Adults achieved a mean accuracy of 71.0% (sd = 16.4). Adolescents achieved a mean accuracy of 71.8% (sd = 16.2%). These comparable cross-sectional descriptive statistics showed that the content in the video and paradigm were adjusted for adults and adolescents. Among the adolescents, BLs (M-accuracy = 69.3%, sd = 20%, 95%CI=[50.8%,87.8%]) and RDs (M-accuracy = 70.7%, sd = 16%, 95%CI=[56%,85.4%]) attained similar accuracy. TD adolescents had higher accuracy but no test was conducted due to small sample size (M-accuracy = 80%). Data collection is ongoing and final results will be presented with full samples. The pilot test showed that it is feasible to devise a learning task for adults and adolescents with diverse language experiences and reading abilities.

Authors

• Rachel Hantman, Harvard Graduate School of Education
  Presenting Author

• Valerie Woxholdt, Harvard Graduate School of Education
  Non-Presenting Author

• Laura Mesite, Harvard Graduate School of Education
  Non-Presenting Author

• Sibylla Leon Guerrero, Harvard Graduate School of Education
  Non-Presenting Author

• Gigi Luk, McGill University
  Non-Presenting Author