Automatic word recognition: the validity of a universally accessible assessment task.
In the current study, the validity of a task designed to assess the automatic word recognition skills of persons with complex communication needs was investigated. A total of 78 students without communication impairments in kindergarten through second grade completed a standard automatic word recogn...
| Publicado en: | AAC: Augmentative & Alternative Communication Vol. 24; no. 1; pp. 64 - 76 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Mar2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105734463&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105734463 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07434618 9OD jtl: AAC: Augmentative & Alternative Communication issn: 07434618 maglogo: Y pubinfo: dt: Mar2008 vid: 24 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 105734463 105734463 2009801929 10.1080/07434610701437227 105734463 ppf: 64 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Automatic word recognition: the validity of a universally accessible assessment task. aug: au: Erickson KA Clendon SA Cunningham JW Spadorcia S Koppenhaver DA Sturm J Yoder DE affil: University of North Carolina at Chapel Hill, Chapel Hill, NC, USA sug: subj: Communicative Disorders Language Processing Evaluation Reading Child Clinical Assessment Tools Evaluation Computer Terminals Construct Validity Descriptive Statistics Experimental Studies Female Illinois Male Models, Theoretical Pearson's Correlation Coefficient Predictive Validity Speech Perception Students, Elementary Illinois Word Lists Human Child: 6-12 years Female Male ab: In the current study, the validity of a task designed to assess the automatic word recognition skills of persons with complex communication needs was investigated. A total of 78 students without communication impairments in kindergarten through second grade completed a standard automatic word recognition task requiring oral reading of words presented for less than 0.25 s. The same students completed an experimental word recognition task that did not require a spoken response. Results support the validity of the experimental task. For example, the mean performance scores on both tasks decreased in the expected direction, and there was a significant correlation between the standard and experimental tasks. Other results suggest that the same trait was being measured by both tasks. The data highlight directions for future research and development of the experimental task, while leaving us enthusiastic about the future of the experimental task as a valid means of assessing automatic word recognition for persons with complex communication needs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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