Transcript MISTAKES: non-corr, self-corr, sum

Risk for Reading Difficulties in
Pre-School Age: Identification
and Assessment Using Rapid
Automated Naming (RAN)
Tests
Kadi Lukanenok
Tallinn University
28. 08. - 1. 09. 2007 Prague
17th EECERA Annual Conference
Exploring Vygotsky`s Ideas: Grossing Borders
Content
• theoretical aspects of RAN concept
• current research
• L.S. Vygotsky`s ideas and the current
presentation and research
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
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
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
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
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
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
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
Current research (3)
5. measures: self-corrected mistakes,
uncorrected mistakes, time
6. mistakes: wrong stimulus, repeated
stimulus, omission, returning
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
RESULTS (1) accounted
subtests
ACCOUNTED SUBTESTS %, MG n=454, SLI n=54
120.00
100.00
80.00
60.00
40.00
20.00
0.00
1
2
3
4
5
6
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
RESULTS (2): time
TIME: means (sec)
120
100
80
60
40
20
0
colors
numbers
letters
objects
numbers and
letters
colors, numbers
and letters
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
RESULTS (3): mistakes (mean): non-corr, selfcorr, sum
MG n=4545SLI n=54
1 colors
non-corr
self-corr
sum
self-corr%
2 numbers
non-corr
self-corr
sum
self-corr%
3 letters
non-corr
self-corr
sum
self-corr%
4 objects
non-corr
self-corr
sum
self-corr%
5 numbers
non-corr
and letters
self-corr
sum
self-corr%
6 colors,
non-corr
numbers and letters self-corr
sum
self-corr%
0.8
0.9
1.8
53.2
1.7
0.8
2.5
31.8
1.8
0.7
2.6
25.4
1.3
1.5
2.8
54.4
2.3
1.2
3.4
35.5
1.9
1.2
3.1
39.2
0.9
1.2
2.1
57.9
4.9
1.1
6.0
19.1
4.9
1.1
6.0
19.1
1.9
2.0
4.0
50.0
7.7
1.4
9.1
15.6
5.9
1.1
7.0
16.3
MISTAKES (mean): non-corr, self-corr,
sum
1. colors
2. no-s
non-corr
self-corr
sum
self-corr%
non-corr
self-corr
sum
self-corr%
MG n=454
0,8
0,9
1,8
53,2
1,7
0,8
2,5
31,8
SLI n=54
0,9
1,2
2,1
57,9
4,9
1,1
6,0
19,1
MISTAKES (mean): non-corr, self-corr,
sum
3. letters
4. objects
non-corr
self-corr
sum
self-corr%
non-corr
self-corr
sum
self-corr%
MG n=454
SLI n=54
1,8
0,7
2,6
25,4
1,3
1,5
2,8
54,4
4,9
1,1
6,0
19,1
1,9
2,0
4,0
50,0
MISTAKES (mean): non-corr, self-corr,
sum
5 numbers
- letters
6 colors numbers letters
non-corr
self-corr
sum
self-corr%
non-corr
self-corr
sum
self-corr%
MG n=454
2,3
1,2
3,4
35,5
1,9
1,2
3,1
39,2
SLI n=54
7,7
1,4
9,1
15,6
5,9
1,1
7,0
16,3
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
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
• 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
• Comments? Questions?
• e-mail: [email protected]
• Thank you! 