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Administered to 687 children in primary (N=400) and secondary (N=287) schools, the tool automatically recorded accuracy via weighted scores and access speed via response times. Analyses used ANOVAS, correlation matrices, structural equation modeling, and clinical interpretation, showing strong validity and reliability. The discussion examines limitations and outlines perspectives for broader use of digital technologies in assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-high-potential-of-computer-based-reading-assessment/598196/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-high-potential-of-computer-based-reading-assessment/598196.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study on computer-based reading assessment?","Question",{"text":112,"@type":113},"To present the advantages of computerized tools for evaluating reading ability, including both word reading and reading comprehension processes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the computer-based reading assessment evaluated in the study?",{"text":117,"@type":113},"Accuracy (weighted scores) and response time (speed of access) were automatically recorded and analyzed using ANOVAS, correlation matrices, structural equation modeling, and clinical interpretation.",{"name":119,"@type":110,"acceptedAnswer":120},"What theoretical framework guided the design of the assessment?",{"text":121,"@type":113},"The assessment used the Simple View of Reading, focusing on two components: word reading and comprehension.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598196,1792316755,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| Volume 46 (1) | Winter/Hiver 2020 |\n| --- | --- |\n\nThe High Potential of Computer-Based Reading Assessment  \nLe potentiel élevé de l'évaluation informatisée de la lecture  \nDr. Pauline Auphan, Université Lyon 2 Pr. Jean Ecalle, Université Lyon 2  \nPr. Annie Magnan, Université Lyon 2, Institut Universitaire de France  \nAbstract  \nThe aim of this study is to propose advantages provided by computerized tools when assessing reading ability. A new computer-based reading assessment evaluating both word reading and reading comprehension processes was administered to 687 children in primary (N=400) and secondary (N=287) schools. Accuracy (weighted scores) and speed of access (response times) automatically recorded by the software were analyzed based on developmental issues (ANOVAS), correlation matrices, structural equation modeling, and clinical interpretation. Results underlined the validity and reliability of the tool. The discussion addresses the limitations of the present computer-based assessment and presents perspectives for taking fuller advantage of computerized technologies.  \nKeywords: computer-based assessment, word reading, reading comprehension, primary and secondary children, validity, reliability  \nRésumé  \nL’objectif de cette étude est de présenter les avantages qu’apportent les outils numériquespour l’évaluation de l’habileté en lecture. Un nouvel outil informatisé évaluant les processusd’identification de mots écrits et la compréhension en lecture a été proposé à 687 élèvesd’école primaire (N=400) et de collège (N=287). Des analyses statistiques (ANOVAS, matrices de corrélation, modélisation d’équation structurelle) et une interprétation clinique ont été réalisées à partir de deux types de données enregistrées automatiquement par le logiciel : la précision (scores pondérés) et la vitesse (temps de réponses) . Les résultats soulignent la validité et la fiabilité de l’outil. La discussion porte sur les limites du présent outil informatisé et présente les perspectives pour tirer un meilleur profit des technologies numériques.  \nCJLT/RCAT Vol. 46 (1)  \nIntroduction  \nTwo criteria are essential for the quality of a reading assessment. Firstly, the reading assessment must be constructed based on psychological theories (Carlson, Seipel, & McMaster, 2014) . Secondly, the validity and the reliability of the measures must be verified (Kimberlin & Winterstein, 2008) . Validity refers to the ability of the test to measure the cognitive skills for which it was designed (Smith, 2005) . Satisfying this criterion is largely based on the choice of the underlying theoretical model to answer the question: how should we assess reading ability? Reliability indicates the extent to which the task reflects the real level of the cognitive skill assessed, based, for example, on the stability of the results from one test to the next for one and the same patient (Mowbray, Holter, Teague, & Bybee, 2003) . This criterion is also demanding in terms of the construction of the material (selection of items, inter-item homogeneity) and the definition of, and respect for, the test conditions (time of item presentation, recorded measures) . This second aspect seems to benefit considerably from the advantages of computerized tools (Protopapas & Skaloumbakas, 2007 ; Richter, Isberner, Naumann, & Neeb, 2013) .  \nThe aim of this study is to present the benefits of using computer-based assessment (CBA) to evaluate reading ability (i.e., the ability to read a text and understand its meaning) in a large sample of French students from grade two to grade nine. Indeed, reading is an essential skill for both daily life (reading signs) and social life (keeping informed by reading the newspaper), as well as for academic success (reading and understanding instructions) and, therefore, also professional success (OCDE, 2016) . Since the tool was designed for screening for reading difficulties and for use by professionals who are not necessarily experts in the field ","cbCaiecC48OEBn4M","https://ap.wps.com/l/cbCaiecC48OEBn4M","pdf",396553,23,"English","# Abstract\n# Introduction\n## Criteria for quality in reading assessment\n## Aim and framework of the study\n# Why and How to Assess Reading Ability?\n## Theoretical approaches to assessment","[{\"question\":\"What is the main purpose of the study on computer-based reading assessment?\",\"answer\":\"To present the advantages of computerized tools for evaluating reading ability, including both word reading and reading comprehension processes.\"},{\"question\":\"How was the computer-based reading assessment evaluated in the study?\",\"answer\":\"Accuracy (weighted scores) and response time (speed of access) were automatically recorded and analyzed using ANOVAS, correlation matrices, structural equation modeling, and clinical interpretation.\"},{\"question\":\"What theoretical framework guided the design of the assessment?\",\"answer\":\"The assessment used the Simple View of Reading, focusing on two components: word reading and comprehension.\"}]","The High Potential of Computer-Based Reading Assessment | PDF",1792086465,58]