Validity and Sensitivity· Specificity of Quick Assessment of Childhood Reading &amp; Writing

Kim, Young Tae; Jai, Hyeonsoon; Kyunghee, Jung; Kim, Young Ran; Soyeong, Pae，; Choi, Eun Jung; Jung, Sang Im; Kim, Hyo Chang

doi:10.12963/csd.20693

Commun Sci Disord

2020

DOI: 10.12963/csd.20693

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Validity and Sensitivity· Specificity of Quick Assessment of Childhood Reading & Writing

Young Tae Kim

Hyeonsoon Jai²,

Jung Kyunghee

et al.

Abstract: Objectives: This study investigated the validity and sensitivity · specificity of the Quick Assessment of Childhood Reading and Writing (QRW). The QRW has been developed to screen 5-year-old to 4th grade children' s reading and writing ability. The QRW consists of three subtests: phonological awareness, reading and writing. Methods: Four hundred and twentysix typically developing children participated in this study. For content validity, a 5-scorescale was used for each item and 10 speech-language pathologists… Show more

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Cited by 2 publications

References 24 publications

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Identifying Developmental Dyslexia in 9 Korean Elementary School Students at Risk for Dyslexia

Lee¹,

Kim

2020

Commun Sci Disord

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The purpose of this case profile study is to discuss the diagnosis model of dyslexia, the characteristics of comorbidity, and how the results of various reading-related measurements can be linked to interpret the diagnosis. Methods: Nine elementary school students with suspected dyslexia (N= 9) were diagnosed through existing diagnostic models the differences between the models were examined. The results of the dyslexic diagnosis, along with comorbidities were analyzed using corresponding analysis. Finally, profile analyses of the reading-related variables were conducted for the dyslexic group classified through the corresponding analysis. Results: As a result of the first section of this analysis, the criteria for diagnosing dyslexia differed in the three diagnostic models, so the nine suspected dyslexics were classified differently depending on the diagnostic model. As a result of the second portion of this analysis, it was possible to classify the dyslexic group according to comorbidities such as DLD, ADHD, SSD, TOT. And the result of the third section of this analysis showed that decoding, reading comprehension, reading fluency, and listening comprehension, which are classified as key tests for diagnosing dyslexia, affected the classification of dyslexia according to comorbidity or reading ability. However, the key results differentiated by this classification were not relevant to the reading ability test (phonological awareness, phonological memory, phonological processing ability, writing). Conclusion: In this study, diagnosis models and evaluation plans for dyslexia were presented in a language development approach in consideration of the aspect of language development from the perspective of speech-language therapy.

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Identifying Developmental Dyslexia in 9 Korean Elementary School Students at Risk for Dyslexia

Lee¹,

Kim

2020

Commun Sci Disord

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The Effect of Intervention Using a Gamification-Based Morphological Approach on the Writing Skills of Children with Poor Writing Skills

Kim¹,

Lee²,

Hong³

et al. 2021

Commun Sci Disord

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This study aimed to examine the effects of an intervention using the gamification-based morphological approach on the abilities of writing letter-sound non correspondences in children with poor writing skills. Methods: In this study, a multi-probe design was used to verify the effect of intervention. The subjects were three children with poor writing skills (grade 2-3). Their writing skills were examined through tests of treated and untreated graphemes (eojeols) in the baseline, intervention, and maintenance phases. In this study, we applied the morphological approach that helps students to write the letter-sound noncorrespondences through a game. Additionally, we provided instruction that helps them to learn the morphological knowledge and phonological rules. Each student was trained twice a week for 10-14 sessions. Results: All students were found to have high improvements in the letter-sound non correspondences eojeols. In the generalization phrase, all students showed improvements. In the maintenance phase, all students were found to have a similar effect size. Conclusion: First, gamification-based morphological approach on writing skills promote awareness of morphological knowledge in children with poor writing, and have a positive effect on letter-sound non correspondences eojeols. Additionally, training in applying morphological knowledge promotes children's writing skills that remain in the early stages of writing development. Second, gamification-based intervention can elicit interest and motivation in children with poor writing and can be repeatedly trained.

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Validity and Sensitivity· Specificity of Quick Assessment of Childhood Reading & Writing

Cited by 2 publications

References 24 publications

Identifying Developmental Dyslexia in 9 Korean Elementary School Students at Risk for Dyslexia

Identifying Developmental Dyslexia in 9 Korean Elementary School Students at Risk for Dyslexia

The Effect of Intervention Using a Gamification-Based Morphological Approach on the Writing Skills of Children with Poor Writing Skills

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