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Logged reading time via mobile apps is more accurate than parent estimates for predicting children's reading skills. This digital method offers better insights into reading habits and literacy development.

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Area of Science:

  • Educational Psychology
  • Human-Computer Interaction
  • Child Development

Background:

  • Home reading time is crucial for children's literacy development.
  • Traditional self-report measures of reading time are prone to bias.
  • Mobile app data offers a potentially more reliable method for tracking reading behavior.

Purpose of the Study:

  • To compare logged versus self-reported reading time in primary school children.
  • To assess the association of each measure with reading fluency.
  • To determine the predictive validity of different reading time measures.

Main Methods:

  • 109 French primary school children (Grades 1-5) and their parents participated.
  • Parents provided retrospective self-reported weekly reading time.
  • A mobile application logged children's reading activities over 14 days.
  • Children's reading fluency was assessed.

Main Results:

  • Self-reported reading time (6.26 hrs/week) was significantly higher than logged time (2.11 hrs/week).
  • Logged reading time demonstrated stronger predictive validity for reading fluency (r=.39) compared to self-reports (r=.25).
  • Only logged reading time remained a significant predictor of reading performance in regression analyses.

Conclusions:

  • Logged reading time via mobile apps provides more accurate estimates than self-reports.
  • Digital logging methods offer superior predictive validity for reading skills.
  • Ambulatory assessment using mobile apps is a promising tool for studying reading habits and literacy.