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KMID : 0367320030140010081
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Journal of the Korean Academy of Child and Adolescent Psychiatry
2003 Volume.14 No. 1 p.81 ~ p.93
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STANDARDIZATION OF WORD/NONWORD READING TEST AND LETTER-SYMBOL DISCRIMINATION TASK FOR THE DIAGNOSIS OF DEVELOPMENTAL READING DISABILITY
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Shin Sung-Woong
Cho Soo-Churl
Lee Jung-Bum
Chungh Dong-Seon
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Abstract
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Objectives : Developmental reading disorder is a condition which manifests significant developmenttal delay in reading ability or persistent errors. About 37% of school-age children have this condition. The purpose of the present study was to validate the diagnostic values of Word/Nonword Reading Test and Letter-Symbol Discrimination Task for the purpose of overcoming the caveats of Basic Learning Skills Test.
Methods : Sixty-three reading-disordered patients (mean age 10.48 years old) and sex, age-matched 77 normal children (mean age 10.33 years old) were selected by clinical evaluation and DSM-1V criteria. Reading I and H of Basic Learning Skills Test, Word/Nonword Reading Test, and Letter-Symbol Discrimination Task were carried out to them. Word/Nonword Reading Test : One hundred usual high-frequency words and one hundred meaningless no rwords were presented to the subjects within 1.2 and 2.4 seconds, respectively. Through these results, at tomatized phonological processing ability and conscious letter-sound matching ability were estimated. Letter-Symbol Discrimination Task : mirror image letters which reading-disordered patients are apt to confuse were used. Reliability, concurrent validity, construct validity, and discriminant validity tests were conducted.
Results : Word/Nonword Reading Test : the reliability (alpha) was, 0.96, and concurrent validity with Basic Learning Skills test was 0.94. The patients with developmental reading disorders differed significantly from normal children in Word/Nonword Reading Test performances. Through discriminant analysis, 83.0% of original cases were correctly classified by this test. Letter-Symbol Discrimination Task : the reliability (alpha) was 0.86, and concurrent validity with Basic Learning Skills test was 0.86. There were significant differences in scores between the patients and normal children. Factor analysis revealed that this test were composed of saccadic mirror image processing, global accuracy, mirror image processing deficit, static image processing, global vigilance deficit, and inattention-impulsivity factors. By discriminant analysis, 87.3% of the patients and normal children were correctly classified.
Conclusion : The patients with developmental reading disorders had deficits in automatized visual-lexical route, morpheme-phoneme conversion mechanism, and visual information processing. These deficits were reliably and validly evaluated by Word/Nonword Reading Test and Letter-Symbol Discrimination Task.
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KEYWORD
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Development reading disorder, Word/Nonword reading test, Letter-Symbol discrimination task
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