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Stanford researchers are working with local school districts to transform a pandemic workaround into a highly efficient tool for screening students with reading difficulties.
Identifying struggling young readers can be a time-consuming and costly task for schools, requiring a teacher or reading specialist to sit with students one-on-one to gauge their proficiency as the child reads aloud.
A new online tool developed at a Stanford lab lifts that burden without compromising any of the reliability of one-to-one assessments while advancing research into why some kids have trouble with reading in the first place.
The Rapid Online Assessment of Reading (ROAR), developed at the Brain Development & Education Lab at Stanford, introduces a way for school districts to assess their entire student population for struggling readers in the time it currently takes to run a standard assessment on a single student.
In addition to giving teachers useful insight into the challenges a particular student faces, the collective data generated by the assessment is helping to further the lab’s research into factors linked to learning differences in young readers.
