Development and Validation of a Memory Assessment Protocol for Bangla-Speaking Children Aged 3-7 Years
Md. Asaduzzaman1 Alifa Jannat Sinkeya2
1 Assistant Professor, Department of Audiology and Speech-Language Pathology, Proyash Institute of Special Education and Research (PISER), Bangladesh University of Professionals (BUP), Dhaka, Bangladesh. asad@piser.edu.bd 2 Clinical Speech and Language Therapist, Kids Institute for Therapy and Education. syikeya123aj@gmail.com
PISER JOURNAL | Volume 2 | Issue 1 | 2025
Abstract
This study addresses the lack of culturally relevant cognitive assessment tools by developing and pilot testing a memory assessment protocol for Bangla-speaking children aged 3-7 years. The primary objective was to create a tool to assess early childhood memory development, a critical component of cognitive growth. Using a quantitative, experimental approach with a cross-sectional design, the study involved 66 participants from diverse schools in Dhaka city. The protocol consists of eight tasks: Recent Memory, Long-Term Memory, Sentence Repetition, Immediate Memory, Picture Recognition, Memory Game, Puzzle Matching, and Story Retelling. Findings indicated that participants demonstrated typical memory performance, with an average score of 37.17 out of 40. Scores were categorized to identify varying levels of memory proficiency. This protocol provides a culturally tailored framework for assessing memory and offers a valuable tool for early identification of memory challenges. Its application can inform inclusive educational practices and targeted interventions in Bangla-speaking communities.
Keywords: Cognitive Assessment, Memory Assessment, Bangla-speaking Children, Picture-based Protocol, Educational Intervention and Inclusion.
