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Prereading Assessment in Two Bilingual Contexts: Examining Predictive Validity of the Urdu Phonological Tele-Assessment Tool in Pakistan and Canada.

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Title: Prereading Assessment in Two Bilingual Contexts: Examining Predictive Validity of the Urdu Phonological Tele-Assessment Tool in Pakistan and Canada.
Authors: Bhalloo, Insiya1,2 insiya.bhalloo@mail.utoronto.ca, Molnar, Monika1,2
Source: Language, Speech & Hearing Services in Schools. Jan2026, Vol. 57, p197-212. 16p.
Subject Terms: *Reading, *Communicative competence, *Phonological awareness, *Multilingualism, *Longitudinal method, *Research, *Phonology, *Predictive validity, Research funding, Descriptive statistics, Data analysis software, Regression analysis, Social classes
Geographic Terms: Pakistan, Canada
Abstract: Purpose: Early assessment of prereading abilities is important for ensuring long-term reading, academic, and career-related success. Speech-language pathologists and educators commonly use prereading assessment tools to identify and support school-aged children’s future reading abilities. However, most bilingual children, including Urdu–English bilinguals, do not have access to appropriate early prereading assessments within the school/educational system. This is due to the lack of language-appropriate prereading assessment tools. The current longitudinal study examines the predictive validity of the linguistically and culturally responsive Urdu Phonological Tele-Assessment (U-PASS) tool, including subtests for phonological awareness and rapid automatized naming (RAN), commonly assessed reading precursors. Method: Specifically, we investigated whether kindergarten-level Urdu phonological awareness and RAN skills predict the future Grade 1 Urdu reading accuracy and fluency skills of Urdu–English simultaneous bilinguals in two language contexts: in Pakistan (where Urdu is spoken as a national language; n = 104; Country Context 1) and in our exploratory study in Canada (where Urdu is spoken as a heritage language; n = 50; Country Context 2). Results: Hierarchical linear regression analyses demonstrate predictive validity of the U-PASS tool across the two country contexts. Particularly, Urdu phonological awareness emerged as a consistent longitudinal predictor of Urdu word/ nonword reading accuracy and fluency, while RAN was a reliable predictor of the reading fluency measures. Conclusion: The U-PASS tool provides access to linguistically and culturally responsive early prereading assessment and enables speech-language pathologists and educators to examine prereading skills in the heritage language of Urdu-speaking children across classrooms globally. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:Purpose: Early assessment of prereading abilities is important for ensuring long-term reading, academic, and career-related success. Speech-language pathologists and educators commonly use prereading assessment tools to identify and support school-aged children’s future reading abilities. However, most bilingual children, including Urdu–English bilinguals, do not have access to appropriate early prereading assessments within the school/educational system. This is due to the lack of language-appropriate prereading assessment tools. The current longitudinal study examines the predictive validity of the linguistically and culturally responsive Urdu Phonological Tele-Assessment (U-PASS) tool, including subtests for phonological awareness and rapid automatized naming (RAN), commonly assessed reading precursors. Method: Specifically, we investigated whether kindergarten-level Urdu phonological awareness and RAN skills predict the future Grade 1 Urdu reading accuracy and fluency skills of Urdu–English simultaneous bilinguals in two language contexts: in Pakistan (where Urdu is spoken as a national language; n = 104; Country Context 1) and in our exploratory study in Canada (where Urdu is spoken as a heritage language; n = 50; Country Context 2). Results: Hierarchical linear regression analyses demonstrate predictive validity of the U-PASS tool across the two country contexts. Particularly, Urdu phonological awareness emerged as a consistent longitudinal predictor of Urdu word/ nonword reading accuracy and fluency, while RAN was a reliable predictor of the reading fluency measures. Conclusion: The U-PASS tool provides access to linguistically and culturally responsive early prereading assessment and enables speech-language pathologists and educators to examine prereading skills in the heritage language of Urdu-speaking children across classrooms globally. [ABSTRACT FROM AUTHOR]
ISSN:01611461
DOI:10.1044/2025_LSHSS-24-00131