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. |
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| 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] |
| Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190922036 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Prereading Assessment in Two Bilingual Contexts: Examining Predictive Validity of the Urdu Phonological Tele-Assessment Tool in Pakistan and Canada. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bhalloo%2C+Insiya%22">Bhalloo, Insiya</searchLink><relatesTo>1,2</relatesTo><i> insiya.bhalloo@mail.utoronto.ca</i><br /><searchLink fieldCode="AR" term="%22Molnar%2C+Monika%22">Molnar, Monika</searchLink><relatesTo>1,2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jan2026, Vol. 57, p197-212. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br />*<searchLink fieldCode="DE" term="%22Predictive+validity%22">Predictive validity</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+classes%22">Social classes</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink><br /><searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190922036 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2025_LSHSS-24-00131 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 197 Subjects: – SubjectFull: Reading Type: general – SubjectFull: Communicative competence Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Research Type: general – SubjectFull: Phonology Type: general – SubjectFull: Predictive validity Type: general – SubjectFull: Research funding Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Data analysis software Type: general – SubjectFull: Regression analysis Type: general – SubjectFull: Social classes Type: general – SubjectFull: Pakistan Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Prereading Assessment in Two Bilingual Contexts: Examining Predictive Validity of the Urdu Phonological Tele-Assessment Tool in Pakistan and Canada. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bhalloo, Insiya – PersonEntity: Name: NameFull: Molnar, Monika IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 57 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
| ResultId | 1 |
