Our research validate the SICOLE-R Multimedia Battery for assessing cognitive and reading skills in Spanish speaking children, focusing on its effectiveness in diagnosing dyslexia and guiding personalized education. Recent developments in our field include the increasing use of technology for dyslexia screening, particularly through multimedia tools like SICOLE. These tools assess both domain general and domain specific skills with a focus on Spanish-speaking populations.
Well current experimental challenges include ensuring the tool's generalizability to diverse population, addressing the demographic factors like age and dialect, evaluating its long term validity, integrating it into broader educational framework, and incorporating emerging neurological technologies to advance this election assessment. Our protocol offers the advantage of our comprehensive multimedia base assessment that evaluates both the main general and the main specific cognitive skill related to dyslexia. Unlike older techniques, it provides a detailed analysis tailored to Spanish speaking children in advancing the diagnostic accuracy and the effectiveness of interventions.
In the future, our laboratory will focus on exploring how the SICOLE can enhance the response intervention model for Spanish speaking population. Specifically, we will investigate its role as a complementary tool for conducting the detailed cognitive assessment of children, who do not progress beyond tier three in RTI, building on our decade of research in implementing RTI in these communities. To install SICOLE-R on a computer, execute the file as the administrator and click on the executed file to open the tool.
Upon opening the application, the initial interface appears displaying various operational options. Then fill in the student's information. Before beginning the assessment, give the instructions to the student, then select the student scheduled for assessment and click on the start section.
The main menu includes five color doors each corresponding to one of the modules to be evaluated. Open the program and navigate to the yellow door interface. Click on one of the available subtasks to initiate the task.
Allow the pedagogical agent to provide instructional guidance and task modeling to the student. Have the agent say, Now we will hear pairs of syllables. If the syllables are identical, press the blue button.
If they are different, press the red button. Present two item examples to the student. Bapa and Yaka.
Instruct the students to select the blue circle if the pairs are identical, and the red button if they are distinct. Once the task is completed, allow the pedagogical agent to provide feedback based on the student's answers. Then allow the agent to instruct the student to initiate the task.
Select circles blue or red consistently throughout the task recording hits and misses. If the student needs to hear the pair of syllables again, click on the speaker icon to replay it once. Allow the pedagogical agent to provide instructional guidance and task modeling to the student.
Have the agent say, Now we will focus on isolating phonemes. Watch as I demonstrate. Then you will see two example items.
Click on the images, whose names start with the same sound as the target word. In this example, it is a chair. Present two example items to the student.
Observe whether the student clicks on the images that begin with the same sound as the target word. Allow the pedagogical agent to offer feedback to the student based on responses to the examples. Then guide the student to commence the task.
Now select images throughout the task documenting both hits and misses. The procedure remains uniform throughout the task, documenting both hits and misses. If the student requires additional listening for a word, click on the speaker icon to replay it.
Note that only one replay per item is allowed. Open the program and proceed to the orange door. Choose naming speed to select the task.
Allow the pedagogical agent to provide instructional guidance and demonstrate the task. Present an example of the number RAN subtask of the naming speed module. Ask the student to articulate their answers aloud.
If the response in the example is accurate, select the blue button on the screen. Allow the pedagogical agent to provide feedback based on the responses to the examples. After the example, ensure that the pedagogical agent initiates the task.
Click the left mouse button to start the task and begin timing. Ask the student to name the elements of the matrix allowed and in order the elements of the matrix. For each error, use the right button of the external mouse to register the count.
Once the student finishes naming the elements, press the left button to conclude the timing and complete the subtask. Access the program and navigate to the orange door within the platform interface. Click on homophone comprehension to select the task.
Allow the pedagogical agent to present an example item. Then prompt the student to use an external mouse to select the word that corresponds to the image. Ensure the pedagogical agent provides feedback based on the student's response to the example.
Prompt the student to select the word that corresponds to the image for each item presented. Record both correct hits and missed responses. Open the program and navigate to the green door within the program interface.
Select grammatical structure to choose the task, present two examples to the students, and ask them to click on the appropriate sentence for each picture using an external mouse. Allow the pedagogical agent to provide feedback based on the student's response to the examples. Prompt the student to click on the appropriate sentence for each picture using an external mouse recording both correct and incorrect responses.
Open the program and proceed to the blue door within the program interface. Choose either the fruits for the informative text or Tino's Getaway for the narrative text. Allow the pedagogical agent to provide the student with task instructions.
Have the student read the text and memorize the most relevant information. Then ask the student to click on the arrow on the screen using the external mouse to indicate completion of the reading and proceed to the next section. Allow the pedagogical agent to instruct the student to read the questions and select the correct answer.
