risk for reading difficulties in pre-school age: identification and assessment using rapid automated...
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Risk for Reading Difficulties in Pre-School Age: Identification and Assessment Using Rapid Automated Naming (RAN)
TestsKadi Lukanenok
Tallinn University28. 08. - 1. 09. 2007 Prague
17th EECERA Annual Conference
Exploring Vygotsky`s Ideas: Grossing Borders
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Content
• theoretical aspects of RAN concept
• current research
• L.S. Vygotsky`s ideas and the current presentation and research
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Theoretical aspects 1• proficient reading skills, early identification of
reading difficulties
• rapid automated naming (RAN) - the ability to rapidly identify and say serially presented stimulus and move quickly to the next stimulus
• relevant criteria: semantic, phonological accuracy, speed, fluency
• rapid automated serial naming (RAN, RAS, RSN
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Theoretical aspects 2
• RAN difficulties: problems in word finding, word retrieval and producing processes and/or slow naming speed
• the connection between RAN tasks in early years and further reading skills - difficulties in RAN skills may lead to reading difficulties or at-risk
• pure readers tends to show slower results and more mistakes in RAN tasks
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Theoretical aspects 3
• RAN skills assessment and difficulties identification in preschool age
• children with specific language impairment (SLI) as at-risk group for reading difficulties/dyslexia
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RAN Tests 1• the task is to name all the stimulus by the
given order
• consists of 4 – 8 subtests /sheets
• easy to identify stimulus: letters, colours, numbers, pictures, mixed
• criteria: semantic accuracy, phonological accuracy, speed and fluency
• task groups: children, adolescents, adults
• easy to use
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RAN Tests 2
• Rapid Automated Naming Test (RANT), Think Track Charts, Comprehensive Test of Phonological Processing (CTOPP)
• Nopean Sarjallisen Nimeämisen Testi (Ahonen, Tuovinen, Leppäsaari 2003) - prototype test for the current research
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Current research (1)1. aims:
- to investigate Estonian speaking children`s
RAN skills
- to explore connections between RAN skills and reading difficulties
- to adapt the Finnish version of RAN test into Estonian language
2. method: longitudional research 2006-2009
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Current research (2)
2. sample - approximately 600 children in ages 6-9 from different cities and counties in Estonia
3. groups - 1. main group, 2. children with SLI, 3. control group
4. test – consists of six subtests: colours, letters, numbers, pictures, numbers and letters, numbers and letters and colours mixed
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Current research (3)
5. measures: self-corrected mistakes, uncorrected mistakes, time
6. mistakes: wrong stimulus, repeated stimulus, omission, returning
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Current research (4)
5. the 1st year research:
1. to investigate RAN skills of Estonian speaking children in the age of 6 – 7
2. to find out main and relevant differences in RAN skills of children with and without SLI
3. main group children (MG) n=454, children with SLI (SLI) n=54
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RESULTS (1) accounted subtests
ACCOUNTED SUBTESTS %, MG n=454, SLI n=54
0.00
20.00
40.00
60.00
80.00
100.00
120.00
MG 99.12 91.85 94.27 99.56 88.11 87.89
SLI 98.65 83.78 85.14 100.00 78.38 75.68
1 2 3 4 5 6
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RESULTS (2): timeTIME: means (sec)
0
20
40
60
80
100
120
MG 73,86 67,08 55,8 73,14 79,38 83,16
SLI 86,22 85,2 68,64 92,22 95,64 97,56
colors numbers letters objectsnumbers and
letterscolors, numbers
and letters
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RESULTS (3): mistakes (mean): non-corr, self-corr, sum MG n=4545SLI n=54
1 colors non-corr 0.8 0.9self-corr 0.9 1.2sum 1.8 2.1self-corr% 53.2 57.9
2 numbers non-corr 1.7 4.9self-corr 0.8 1.1sum 2.5 6.0self-corr% 31.8 19.1
3 letters non-corr 1.8 4.9self-corr 0.7 1.1sum 2.6 6.0self-corr% 25.4 19.1
4 objects non-corr 1.3 1.9self-corr 1.5 2.0sum 2.8 4.0self-corr% 54.4 50.0
5 numbers non-corr 2.3 7.7and letters self-corr 1.2 1.4
sum 3.4 9.1self-corr% 35.5 15.6
6 colors, non-corr 1.9 5.9numbers and letters self-corr 1.2 1.1
sum 3.1 7.0self-corr% 39.2 16.3
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MISTAKES (mean): non-corr, self-corr, sum
MG n=454 SLI n=541. colors non-corr 0,8 0,9
self-corr 0,9 1,2sum 1,8 2,1self-corr% 53,2 57,9
2. no-s non-corr 1,7 4,9self-corr 0,8 1,1sum 2,5 6,0self-corr% 31,8 19,1
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MISTAKES (mean): non-corr, self-corr, sum
MG n=454 SLI n=54
3. letters non-corr 1,8 4,9self-corr 0,7 1,1
sum 2,6 6,0self-corr% 25,4 19,1
4. objects non-corr 1,3 1,9self-corr 1,5 2,0sum 2,8 4,0self-corr% 54,4 50,0
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MISTAKES (mean): non-corr, self-corr, sum
MG n=454 SLI n=545 numbers non-corr 2,3 7,7 - letters self-corr 1,2 1,4
sum 3,4 9,1self-corr% 35,5 15,6
6 colors - non-corr 1,9 5,9numbers - self-corr 1,2 1,1letters sum 3,1 7,0
self-corr% 39,2 16,3
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Conclusions, discussion
• notable differences are found between MG and SLI in time and amount of mistakes •further statistical analyses are needed• further investigations are needed:
- the 2nd year research- reading test
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The current research and presentation include Vygotsky`s ideas in following:
• optimal periods and higher optimal limitations in learning: learning to speak learning to read
• the mediative role of speech and language in the process of children`s practical intellect
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• children with developmental problems (difficulties) could benefit early intervention treatments: primary and secondary difficulties
• great importance to start from the children`s capabilities
• disable is not a tragedy, it is an occasion to provoke tragedy