Development of Computerized Tool for Screening Thai Children at Risk for Learning Disabilities

Munthuli, Adirek; Anansiripinyo, Thanaporn; Klangpornkun, Nittayapa; Onsuwan, Chutamanee; Chonchaiya, Weerasak; Trairatvorakul, Pon; Jitrotjanarak, J.; Voracharusrungsi, P.; Atichatthanin, N.; Tantibundhit, Charturong

doi:10.1109/embc44109.2020.9175765

Cited by 1 publication

(2 citation statements)

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“…The RPR is a paper-based, preliteracy reading test often used as an initial assessment for children at risk of dyslexia in Thailand that consists of three subtests: (1) letter knowledge; (2) rapid letter automatized naming test; and (3) initial sound matching test. 7 Participants who score lower than the 10th percentile in any subtest are categorized as at-risk of dyslexia, following a study by Yampratoom et al 23 (2017), where the 10th percentile cutoff was established based on normalized data from 412 Thai children aged 60 to 71 months. Yampratoom et al explained that the RPR uses conservative cut-off criteria for early detection, which could potentially lead to prompt early intervention training.…”

Section: Rama Pre-readmentioning

confidence: 99%

“…Examples of preliteracy tests include but are not limited to Early Grade Reading Assessment, which is used by practitioners in the United States, 6 and Rama Pre-Read (RPR), which is used by Thai practitioners. 7 It is important to highlight that children who score poorly on these tests are not clinically diagnosed as dyslexic; rather, they are classified as at risk of dyslexia, where they may undergo early intervention to help improve their preliteracy skills.…”

Section: Introductionmentioning

confidence: 99%

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A Computer-Based Early Intervention for Thai Preschool Children at Risk of Dyslexia: A Pre- and Postintervention Study

Wannapaschaiyong

Vajrabhaya

Rojmahamongkol

et al. 2023

Journal of Child Science

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Preschool children at risk of dyslexia show inadequate progress in their preliteracy skills; they often perform poorly in the domain of phonological awareness, letter knowledge, and rapid automatized naming. As a result, they tend to fall behind academically, specifically in reading, when they enter primary school. Because time is of the essence, early intervention becomes necessary to provide the best possible preliteracy outcome. To date, there has not been a study that investigates the effectiveness of early intervention in Thai, a language that is typologically and orthographically different from those in previous studies. In this preliminary study, training materials, created with phonological awareness and letter knowledge at the core, were presented via interactive Siriraj Pre-Literacy Enhancement software. In total, 73 typically developing preschoolers, aged 60 to 66 months, were enrolled. Preliteracy skills were measured by Rama Pre-Read (RPR). At-risk children received the 11-week computer-based early intervention training. After the intervention was completed, participants' preliteracy skills were evaluated by RPR (posttest). Sixteen children (21.9%) were at risk of dyslexia. Results after training indicated that preschool at-risk children of dyslexia in Thailand show a high magnitude of improvement in preliteracy skills, across all three domains. The computer-based early intervention to promote preliteracy skills is a feasible and effective form of remediation for Thai children at risk of dyslexia.

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Section: Rama Pre-readmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%