Thematische Bibliographien / Battery of tests of phonological abilities

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Auswahl der wissenschaftlichen Literatur zum Thema „Battery of tests of phonological abilities“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 11. Februar 2022

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Zeitschriftenartikel zum Thema "Battery of tests of phonological abilities"

McDermott, Erin E., Jennifer L. Smart, Julie A. Boiano, Lisa E. Bragg, Tiffany N. Colon, Elizabeth M. Hanson, Diana C. Emanuel und Andrea S. Kelly. „Assessing Auditory Processing Abilities in Typically Developing School-Aged Children“. Journal of the American Academy of Audiology 27, Nr. 02 (Februar 2016): 072–84. http://dx.doi.org/10.3766/jaaa.14050.

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Background: Large discrepancies exist in the literature regarding definition, diagnostic criteria, and appropriate assessment for auditory processing disorder (APD). Therefore, a battery of tests with normative data is needed. Purpose: The purpose of this study is to collect normative data on a variety of tests for APD on children aged 7–12 yr, and to examine effects of outside factors on test performance. Research Design: Children aged 7–12 yr with normal hearing, speech and language abilities, cognition, and attention were recruited for participation in this normative data collection. Study Sample: One hundred and forty-seven children were recruited using flyers and word of mouth. Of the participants recruited, 137 children qualified for the study. Participants attended schools located in areas that varied in terms of socioeconomic status, and resided in six different states. Data Collection and Analysis: Audiological testing included a hearing screening (15 dB HL from 250 to 8000 Hz), word recognition testing, tympanometry, ipsilateral and contralateral reflexes, and transient-evoked otoacoustic emissions. The language, nonverbal IQ, phonological processing, and attention skills of each participant were screened using the Clinical Evaluation of Language Fundamentals-4 Screener, Test of Nonverbal Intelligence, Comprehensive Test of Phonological Processing, and Integrated Visual and Auditory-Continuous Performance Test, respectively. The behavioral APD battery included the following tests: Dichotic Digits Test, Frequency Pattern Test, Duration Pattern Test, Random Gap Detection Test, Compressed and Reverberated Words Test, Auditory Figure Ground (signal-to-noise ratio of +8 and +0), and Listening in Spatialized Noise-Sentences Test. Mean scores and standard deviations of each test were calculated, and analysis of variance tests were used to determine effects of factors such as gender, handedness, and birth history on each test. Results: Normative data tables for the test battery were created for the following age groups: 7- and 8-yr-olds (n = 49), 9- and 10-yr-olds (n = 40), and 11- and 12-yr-olds (n = 48). No significant effects were seen for gender or handedness on any of the measures. Conclusions: The data collected in this study are appropriate for use in clinical diagnosis of APD. Use of a low-linguistically loaded core battery with the addition of more language-based tests, when language abilities are known, can provide a well-rounded picture of a child’s auditory processing abilities. Screening for language, phonological processing, attention, and cognitive level can provide more information regarding a diagnosis of APD, determine appropriateness of the test battery for the individual child, and may assist with making recommendations or referrals. It is important to use a multidisciplinary approach in the diagnosis and treatment of APD due to the high likelihood of comorbidity with other language, learning, or attention deficits. Although children with other diagnoses may be tested for APD, it is important to establish previously made diagnoses before testing to aid in appropriate test selection and recommendations.

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Fastame, Maria Chiara, Anna Cardis und Daniela Callai. „Assessing phonological awareness in Italian children with and without developmental dyslexia: The contribution of a new pseudo-word blending task“. School Psychology International 39, Nr. 5 (04.08.2018): 470–89. http://dx.doi.org/10.1177/0143034318791214.

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The current study investigated the capacity of a new test assessing phonological awareness to detect differences between Italian children with and without developmental dyslexia. Specifically, the task involves blending of a list of pseudo-words, and excludes lexical knowledge as a source of task performance. Fifty-four third to fifith Italian graders were presented a battery of tests assessing phonological awareness, reading, writing, and verbal short-term memory abilities. A multivariate analysis of covariance, with age as a covariate, revealed that proficient readers outperformed students with developmental dyslexia in all cognitive measures considered, except verbal short-term memory. Moreover, high concordance was found between the new pseudo-word blending task, and well-known word blending, writing, and reading tests, respectively. In conclusion, the new phonological awareness task seems to be a useful tool for the detection of poor blending abilities of Italian children and thus it could be used to screen phonological awareness in primary schools. Implications for school psychology research and practice, including across linguistic contexts, are emphasized; for example, the new blending task could aid discrimination of proficient and dyslexic readers speaking other languages characterized by a transparent orthography, such as Greek, Spanish, Turkish.

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D'ODORICO, LAURA, ALESSANDRA ASSANELLI, FABIA FRANCO und VALENTINA JACOB. „A follow-up study on Italian late talkers: Development of language, short-term memory, phonological awareness, impulsiveness, and attention“. Applied Psycholinguistics 28, Nr. 1 (Januar 2007): 157–69. http://dx.doi.org/10.1017/s0142716406070081.

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This follow-up study compares cognitive and language aspects of a group of Italian children ages 4–6 years, who had shown delayed expressive language abilities at 24 months of age (late talkers), with those of a group of children with a history of normal expressive language development (average talkers). Children were given a battery of cognitive–neuropsychological tests to assess grammatical comprehension, vocabulary development, verbal short-term memory, phonological awareness, planning and visuomotor coordination, and attention and impulsiveness. No differences were found in the results between the two groups in the domains of attention, impulsiveness, and visuomotor planning, but in the domain of syntactic competence late talkers developed particular difficulties in the comprehension of passive negative sentences compared to average talkers. Late talkers also performed significantly worse on the nonword repetition task, which measures abilities closely connected with verbal short-term memory and phonological awareness.

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ERDOS, CAROLINE, FRED GENESEE, ROBERT SAVAGE und CORINNE HAIGH. „Predicting risk for oral and written language learning difficulties in students educated in a second language“. Applied Psycholinguistics 35, Nr. 2 (15.01.2013): 371–98. http://dx.doi.org/10.1017/s0142716412000422.

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ABSTRACTThe extent to which risk for French as a second language (L2) reading and language learning impairment are distinct and can be predicted using first language (L1) predictors was examined in English-speaking students in total French immersion programs. A total of 86 children were tested in fall of kindergarten, spring kindergarten, and spring Grade 1 using an extensive battery of L1 predictor tests (in kindergarten) and L2 outcome tests (in Grade 1). Analyses of the kindergarten predictor scores revealed distinct underlying components, one related to reading and one to oral language. Further analyses revealed that phonological awareness, phonological access, and letter-sound knowledge in L1 were significant predictors of risk for reading difficulties in L2 while performance on L1 sentence repetition, phonological awareness, and tense marking tests in kindergarten were the best predictors of risk for L1 and L2 oral language difficulties. Both fall- and spring-kindergarten predictors predicted Grade 1 outcomes to a significant extent, with the spring-kindergarten predictors being more accurate. These results provide support for distinctive risk profiles for L2 oral language and reading difficulty and, furthermore, argue that assessment of L1 abilities can be used to make reasonably accurate predictions of later reading and/or oral language learning difficulties in L2 students.

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Guarnera, Maria, Palmira Faraci, Elena Commodari und Stefania Lucia Buccheri. „Mental Imagery and School Readiness“. Psychological Reports 120, Nr. 6 (28.06.2017): 1058–77. http://dx.doi.org/10.1177/0033294117717262.

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The aim of this study was to investigate the relationships between the skills that constitute school readiness, such as linguistic, phonological, logical-mathematical and psychomotor skills, and mental imagery processes in preschool children. The participants were 100 healthy children (50 boys and 50 girls) aged four to five. Two batteries of tests were used to assess school readiness and different aspects of the mental imagery processes. The mental imagery battery measured mental imagery generation, inspection, and rotation of images. The results showed a relationship between the generation and inspection processes and the level of skills that constitute school readiness. These findings emphasize the potential usefulness of screening all preschoolers and kindergarteners for imagery ability, with the aim of adopting effective measures to increase their mental imagery abilities.

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Breaux, Kristina C., Maria Avitia, Taylor Koriakin, Melissa A. Bray, Emily DeBiase, Troy Courville, Xingyu Pan, Thomas Witholt und Sandy Grossman. „Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math“. Journal of Psychoeducational Assessment 35, Nr. 1-2 (26.09.2016): 168–85. http://dx.doi.org/10.1177/0734282916669657.

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This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement–Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V), Differential Ability Scales–Second Edition (DAS-II), or Kaufman Assessment Battery for Children–Second Edition (KABC-II) were selected based on their profile of scores. Error factor scores for the oral and written language tests were compared for three groups: High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; Low Gc paired with high speed, memory, and/or reasoning; and Low orthographic and/or phonological processing. Error factor scores for the math tests were compared for three groups: High Gc profile; High Gf paired with low processing speed and/or long-term memory; and Low Gf paired with high processing speed and/or long-term memory. Results indicated a difference in Oral Expression and Written Expression error factor scores between the group with High Gc paired with low processing speed, long-term memory, and/or reasoning abilities; and the group with Low Gc paired with high speed, memory, and/or reasoning.

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ARDILA, ALFREDO, FEGGY OSTROSKY-SOLIS und VICTOR U. MENDOZA. „Learning to read is much more than learning to read: A neuropsychologically based reading program“. Journal of the International Neuropsychological Society 6, Nr. 7 (November 2000): 789–801. http://dx.doi.org/10.1017/s1355617700677068.

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Departing from the observation that illiterates significantly underscore in some neuropsychological tests, a learning-to-read method named NEUROALFA was developed. NEUROALFA is directed to reinforce these underscored abilities during the learning-to-read process. It was administered to a sample of 21 adult illiterates in Colima (Mexico). Results were compared with 2 control groups using more traditional procedures in learning to read. The NEUROPSI neuropsychological test battery was administered to all the participants before and after completing the learning-to-read training program. All 3 groups presented some improvement in the test scores. Gains, however, were significantly higher in the experimental group in Orientation in Time, Digits Backward, Visual Detection, Verbal Memory, Copy of a Semi-Complex Figure, Language Comprehension, Phonological Verbal Fluency, Similarities, Calculation Abilities, Sequences, and all the recall subtests, excluding Recognition. Performance in standard reading tests was also significantly higher in the experimental group. Correlations between pretest NEUROPSI scores and reading ability were low. However, correlations between posttest NEUROPSI scores and reading scores were higher and significant for several subtests. Results are interpreting as supporting the assumption that reinforcement of those abilities in which illiterates significantly underscore results in a significant improvement in neuropsychological test scores and strongly facilitates the learning-to-read process. The NEUROALFA method of teaching reading to adult illiterates is beginning to be used extensively in Mexico. To our knowledge, this is the first attempt to apply neuropsychological principles to social problems. (JINS, 2000, 6, 789–801.)

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Felsenfeld, Susan, Matt McGue und Patricia A. Broen. „Familial Aggregation of Phonological Disorders: Results From a 28-Year Follow-Up“. Journal of Speech, Language, and Hearing Research 38, Nr. 5 (Oktober 1995): 1091–107. http://dx.doi.org/10.1044/jshr.3805.1091.

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This investigation is a follow-up to a longitudinal speech and educational outcome study involving approximately 400 normally developing children that was initiated in 1960. From this database, two groups of subjects (now aged 32–34), their spouses, and all of their offspring over the age of 3:0 (years:months) completed a battery of cognitive-linguistic and interview measures. One group (probands) consisted of 24 adults with a documented history of a moderate phonological-language disorder that persisted through at least the end of the first grade. The other group (controls) consisted of 28 adults who were known to have had normal articulation abilities as children. Results of this study demonstrated that, in comparison to the children of controls, the children of the proband subjects performed significantly more poorly on all tests of articulation and expressive language functioning and were significantly more likely to have received articulation treatment. There was, however, no evidence that specific misarticulations or phonological processes traveled within proband families. These results are in agreement with those of most previous family studies that have demonstrated an increased rate of occurrence of speech-language disorders of unknown origin in families including a first-degree relative who is similarly affected.

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Fong, Mandy W. M., Ryan Van Patten und Robert P. Fucetola. „The Factor Structure of the Boston Diagnostic Aphasia Examination, Third Edition“. Journal of the International Neuropsychological Society 25, Nr. 7 (29.04.2019): 772–76. http://dx.doi.org/10.1017/s1355617719000237.

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AbstractObjective: The Boston Diagnostic Aphasia Examination (BDAE) is one of the most commonly used aphasia batteries. The newest edition has undergone significant revisions since its original publication in 1972, but existing evidence for its validity is lacking. We examined the construct validity of BDAE-3 and identified the factor structure of this battery. Method: A total of 355 people with aphasia of various types and severity completed neuropsychological evaluations to assess their patterns of language impairment. A principal component analysis with varimax rotation was conducted to examine the components of BDAE-3 subtests. Results: Five components accounting for over 70% of the BDAE-3 total variance were found. The five language factors identified were auditory comprehension/ideomotor praxis, naming and reading, articulation-repetition, grammatical comprehension, and phonological processing. Conclusions: Our results show that the BDAE-3 demonstrates good construct validity, and certain language functions remain primary, distinct language domains (i.e., receptive vs. expressive language) across severities of aphasia. Overall, our findings inform clinical practice by outlining the inherent structure of language abilities in people with aphasia. Clinicians can utilize the findings to select core BDAE-3 tests that are most representative of their respective functions, thereby reducing the total testing time while preserving diagnostic sensitivity. (JINS, 2019, 25, 772–776)

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Watson, Betty U. „Auditory Temporal Acuity in Normally Achieving and Learning-Disabled College Students“. Journal of Speech, Language, and Hearing Research 35, Nr. 1 (Februar 1992): 148–56. http://dx.doi.org/10.1044/jshr.3501.148.

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Recent research has suggested that deficits in several metalinguistic/phonological abilities, such as short-term verbal memory and phoneme segmentation, may be etiologic factors in specific reading disability, and it has been speculated that these weaknesses may result from a more fundamental deficit in the processing of temporal, auditory stimuli. This study examined the auditory temporal processing skills of reading-disabled, math-disabled, and normally achieving college students. The math-disabled group was included to control for the possibility that poor temporal processing is a "marker" variable for learning disability rather than being related specifically to reading disability. Subjects were assessed on a battery of psychophysical tasks that included five tests of temporal processing. The reading-disabled group performed significantly more poorly on the temporal tasks but performed as well as the other groups on the simple pitch and loudness discrimination tasks. In spite of the significant difference on the temporal tasks, the majority of reading-disabled subjects performed within the same range as the subjects in the other two groups, and there were also some normally reading subjects who performed poorly on the temporal processing tasks. These findings suggest that poor temporal processing is neither a necessary nor a sufficient cause of reading disability, but that there is a modest association between the two domains.

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Dissertationen zum Thema "Battery of tests of phonological abilities"

Daniel, Linda Lea. „Cluster analysis of a pre-referral screening battery : with measures of phonological proficiency, self-concept, social perception, and moral reasoning“. Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1019477.

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The purpose of this study was to develop a screening battery that could be used as a pre-referral method of identifying students in need of formal assessment for special education services. Further, the battery was designed to provide guidance regarding what classification should be specifically explored in assessment. The screening battery under study included measures of phonological proficiency, self-concept, social perception, and moral reasoning. These variables were measured by the G-F-W Sound-Symbol Tests (Spelling of Sounds Subtest) (Goldman, Fristoe, & Woodcock, 1974), the Self-Perception Profile for Children (Harter, 1985), My Classmates and Me (a sociometric instrument), and the Moral Reasoning Scale for Children (Daniel, 1992). Research has demonstrated that the constructs measured by these instruments are related in differential degrees to classification status of students.Battery scores of 104 subjects (mean age=10.3 years) were cluster analyzed using Ward's method. Once distinct profiles were identified, they were compared to behavioral and educational histories of subjects to determine if the patterns were related to pre-determined classifications. Step-wise discriminant function analyses were conducted using measures of cognitive ability, reading achievement, emotional adjustment and attention as discriminatingvariables in an effort to externally validate the cluster solution.Cluster analysis of the four battery components yielded four clusters with distinctive profiles. Pair-wise comparisons of the four clusters indicated each was significantly different from the others based on performance on the screening battery (p<.001). These groups were identified as: Low Achievement, Pervasive Dysfunction, Normal, and Low Cognitive Ability. Although these cluster groups were not found to be strictly parallel to previously identified classifications, they were differentiated to varying degrees on several dimensions identified through discriminant analyses.The "Normal Group" was adequately differentiated from the other three groups on external validation indices. This suggested that the screening battery, which was used to establish groups, could predict the need for special education services of the subjects in the non-normal groups.
Department of Educational Psychology

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Hunt, Madeline S. „A joint confirmatory factor analysis of the Kaufman Assessment Battery for Children, second edition, and the Woodcock-Johnson Tests of Cognitive Abilities, third edition, with preschool children“. Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379123.

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The purpose of this study was to explore the construct validity of the Kaufman Assessment Battery for Children, Second Edition (KABC-II; Kaufman & Kaufman, 2004a) and the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG; Woodcock, McGrew, & Mather, 2001) with a sample of 200 preschool children, ranging in age from 4 years, 0 months to 5 years, 1 1 months, and attending preschool and daycare programs in and around a Midwestern city. This study attempted to determine if the Cattell-Horn-Carroll (CHC) factor structure represented on these tests can be identified with young children. Individual confirmatory factor analyses were conducted separately with the KABC-II and WJ-III COG. Moreover, a joint confirmatory factor analysis was conducted using both the KABC-II and WJ-III COG. The results of the individual KABC-II factor analyses indicated a two-tiered Gf Gc model provided the best fit to the data, although the three-tiered CHC model also fit the data well. This suggests the underlying factor structure of the KABC-II is well represented by the CHC theory. The WJ-III COG was best represented by an alternative CHC model, in which the Gf factor and subtests had been removed, indicating not all CHC constructs represented on the WJ-III COG can be reliably identified among young children. The joint confirmatory factor analysis indicated the strongest measures of the shared CHC factors on the KABCII and WJ-III COG, which can help to guide cross-battery assessment with preschool children. Overall, the results confirmed multiple CHC abilities can be assessed with young children, implying clinicians should be using preschool tests that provide scores for several cognitive abilities. This study also revealed the constructs of the CHC theory may be represented somewhat differently on preschool tests due to developmental influences. Strong correlations were evident between unrelated tasks, primarily because the verbal and linguistic demands of many subtests caused them to load unexpectedly on the Gc factor. Suggestions for future research include conducting the same study using preschool children with suspected disabilities, as well as with older children, examining other instruments that include a Gf factor, and conducting exploratory factor analysis with subtests from the KABC-II and WJ-III COG that contain significant components of more than one ability.
Department of Educational Psychology

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Konopásková, Šárka. „Vliv Elkoninovy metody na fonologické schopnosti dětí v předškolním věku“. Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-445732.

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The diploma thesis deals with the influence of Elkonin's method on phonological abilities in preschool age. In the term of content, the thesis is divided into two main parts - teoretical and empirical. The first main part creates a theoretical framework of the selected topic and is further divided into four chapters. First, the basic terminology - speech and language - are defined and the ontogenesis of human speech is conceptualized in more detail. The next chapter describes the phonological skills. There is also a distinction between phonological and phonemic awareness and a possible diagnosis of the field of phonological processing. Above all, the Battery of Tests of Phonological Abilities (by the authors Seidlová Málková and Caravolas) is described, because it was used for the needs of the research. The third chapter characterizes the methodology of D. B. Elkonin. The last chapter approaches school maturity and its diagnosis. The empirical part has a qualitative character and its main purpose of the researche is to analyze the influence of Elkonin's method on the phonological abilities of preschool children. From the research methods the analysis of the results of the activity, the analysis of the documents, the observation and the elaboration of the case study were used. Four preschool...

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HÁLOVÁ, Lenka. „Vliv sportovní gymnastiky na rozvoj pohybových schopností a dovedností dětí mladšího školního věku\\“. Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-54144.

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The main point of this master´s thesis is the comparison of motor abilities by children who have been actively dedicated to sport gymnastics for at least four years and by those who have been involved in no sporting activity at all. On the basis of the results of motor tests and statistics calculations it was determined whether the sport gymnastics provides young school-age children with a particular impact on their motor abilities. That was even the aim of the whole study. The master´s thesis contains a list of twelve chosen motor tests that were carried out with children.

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Podpěrová, Helena. „Diagnostika jazykových schopností u dětí s vývojovou dysfázií“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343254.

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Diploma thesis Assessment of language skills of specific language impaired children deals with children with specific language impairment in preschool and early school age (6-8 years). The thesis is to map the resources that are dealing with this issue and define the concept of specific language impairment in our country and foreign environment, because it is a very problematic term The theoretical part describes the status of speech therapy and special education diagnosis of children with specific language impairment in Czech Republic and foreign countries. It maps out how this developmental disorder speech therapists and special educators diagnose, what tools to use and what diagnostic criteria used in their practices. The aim of our research activities in the framework of this thesis is to determine whether and what value could have a Battery of tests of phonological skills (Seidlová Málková, Caravolas 2013) for the diagnostic process of specific language impairment. And also try to detect whether the battery includes tests to detect potential child with specific language impairment and thus contribute to the differential diagnosis. Keywords: Specific language impairment, language assessment, diagnostic markers, Battery of tests of phonological skills

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(5930516), Khalid S. Almamari. „Multiple Test Batteries as Predictors for Pilot Performance: A Meta-Analytic Investigation“. Thesis, 2019.

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A Test Battery (TB) is a measurement method that is designed to assess a variety of ability constructs. The extent to which TB predicts future pilot performance has important implications for both flying organizations and applicants. The primary emphasis in the existing literature has been on scores of individual ability tests, in contrast to the scores of multiple ability tests that are typically indexed by composites derived from TBs. The selection literature lacks a focus on composite scores, and seldom links to the broad cognitive abilities that predominate TBs. The objective of this study was to investigate how the different broad ability constructs of TBs influence their predictive validities for pilot performance. Six ability groups were identified as the most common ability saturations of pilot selection TBs. On the basis of 89 studies and 118 independent samples, a series of meta-analyses were conducted to determine the criterion-related validity of the six categories of TBs for several criterions of pilot performance.

The investigation revealed there was an overall small and positive relationship between TBs and flight performance. The six categories of cognitive ability TBs appeared to be valid predictors of pilot performance, and at least five of them generalize validity across studies and settings. More specifically, three sets of predictor groups were identified according to the magnitude of validity estimates. The highest validity group included Work Sample TBs (r=.34), the second highest validity group included TBs of Acquired Knowledge, General Ability, and Motor Abilities (r=.19, .18, and .17, respectively), and the lowest validity group included TBs of Perceptual Processing and Controlled Attention (r=.14 and .10, respectively).

The results also indicated that there was substantial variability in the effect of cognitive abilities on flight performance, with evidence of moderators operating in most cases. Five potential moderator variables were examined that may moderate the TBs-performance relationship in flying. The analysis for the moderator variable of the number of tests in the battery (small battery/large battery), regularity of TB use in pilot selection (commonly used/uncommonly used), and criterion level of measurement (continuous/ordinal/dichotomous/ contingency table) revealed significant moderating effects on the correlations between flight performance and several types of test batteries. Other moderators related to year of publication (1987-1999/2000-2009/2010-2017) and flying organization (USAF/US Navy/Another military/Civilian) did not significantly influence the correlations between TBs and flight performance. The implications of the findings for practice are discussed, and recommendations for future research directions are provided.

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Buchteile zum Thema "Battery of tests of phonological abilities"

A. Razak, Rogayah, Loke Xing Lin und Mohd Azmarul A. Aziz. „Oral Language Skills and Literacy Skills of Malay Children with Dyslexia“. In Learning Disabilities [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99787.

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Dyslexia can involve among others, difficulties in spoken language. However, there is limited local data on oral language (narrative skills) and literacy skills in children with dyslexia. The relationship between language and literacy is well documented although they involve complicated and non-straightforward processes. There is also evidence suggesting a link between language difficulties with subsequent literacy difficulties. Thus, this study aims to identify and describe the language and literacy skills of Malay children with dyslexia, and to discuss the possible relationships between them. Subjects were six children with dyslexia in the Klang Valley, Malaysia aged 8:0 to 9:11 (mean age, 8:10) who were compared to an age-matched control group (n = 10). The battery of tests administrated was phonological awareness test, language task, narrative, and literacy tasks. Our findings showed that children with dyslexia had generally weaker language and literacy skills than the control group. There were significant differences (p < .05) in grammar understanding, sentence repetition, and reading and spelling at both word and paragraph levels. Pearson correlation between language and literacy was shown to be positive and strong, r = .887, p < .05. The qualitative discussion of the data is presented. Findings from this study would provide useful information to teachers and speech-language therapists in their teaching or planning of appropriate clinical evaluation and management of children with dyslexia.

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Konferenzberichte zum Thema "Battery of tests of phonological abilities"

Hadžović, Miljan, Nikola Prvulović, Ana Lilić und Bojan Jorgić. „A BATTERY OF TESTS USED TO EVALUATE THE ABILITIES OF YOUNG BASKETBALL PLAYERS“. In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/29.

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Wachtel, SeanWolfgang, Breanna Hassett, Zhi Qiao, Prudhvi Tej Chinimilli und Wenlong Zhang. „Design and Characterization of Shoe Embedded Pressure Sensors for Gait Analysis and Rehabilitation“. In 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3424.

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In clinical gait therapy, the quality of gait analysis is critical for developing a training plan and monitoring patient progress. Ground contact forces (GCFs) are often recorded to estimate joint torques which can quantify a patient’s needs and strength development. They are also useful in designing and controlling rehabilitative and assistive devices. In clinical gait analysis, force plates are used to measure GCFs objectively and precisely [1, 2]. Currently, forces sensitive resistors (FSR) are often used as a mobile platform to measure GCFs. FSR based platforms exhibit considerable hysteresis and have low durability, some requiring replacement after only 5-hour long uses. As an alternative to FSR, a pair of sensor-embedded shoes (smart shoes) relying on air pressure sensors has been presented in previous research [3]. Some details regarding the precise characteristics of the sensing abilities were unknown, though, generating unanticipated errors during use. In this paper, the sensing units of wireless smart shoes are characterized and tested to verify their capability to provide real-time and accurate GCF measurements. For the prototype, silicon tubes were sealed on one end, wound into coils, secured to the underside of the shoe’s insole at four points of interest (heel, toe, the first and fourth metatarsophalangeal joint) routed outside the shoe, and their open ends are connected to air pressure sensors as shown in Fig. 1(a). The pressure sensors were placed on a circuit board along with a battery and microcontroller responsible for reading sensor outputs and wirelessly communicating data to a nearby device, as shown in Fig. 1(c). The sensing unit on the lateral side of the shoe is 1.2″ × 1.3″ × 3.95″. A series of calibration tests were first performed on the tube-insole subsystem in isolation to test linearity, repeatability, and hysteresis. Then practical experiments were performed on a healthy subject to determine the accuracy of GCF measurement. A previously presented hysteresis filter was implemented in practical testing [4].

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Zderčík, Antonín, Jiří Nykodým, Jana Talašová, Pavel Holeček und Michal Bozděch. „The application of fuzzy logic in the diagnostics of performance preconditions in tennis“. In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-5.

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Sports performance is influenced by a many of factors that can be characterised as its rela-tively independent – although synergetic – components. The most frequently mentioned are the fitness, somatic, tactical, mental and technical factors of sports performance. The subject of interest in sport is the process of monitoring and evaluating the level of these individual factors, i.e. the diagnostics of sports performance. When diagnosing the level of performance prerequi-site for tennis, it is recommended to use those diagnostic methods that focus on tennis-specific performance prerequisites. Analyses of modern tennis show speed (reaction, action), strength (explosive), strength endurance and specific coordination abilities to be the most important motor prerequisites. Diagnostics of the motor prerequisites of an athlete are often performed in practice employing motor tests and test batteries. Methods of evaluating the results obtained are generally based on the probability approach, though an alternative is provided by a method based on the theory of fuzzy logic. The aim of the research was to use the theory of fuzzy logic in evaluating the level of performance prerequisites and compare evaluation results by using of a classical discrete approach and a fuzzy approach. The two approaches are evaluated and compared using the results of testing of a group of 15–16-year old tennis players (n = 203, age M ± SD = 15.97 ± 0.57 years, height M ± SD = 181.9 ± 6.8 cm, weight M ± SD = 71.6 ± 8.6 kg) who took part in regular testing conducted by the Czech Tennis Association in the years 2000–2018 using the TENDIAG1 test battery. STATISTICA12 software was used for the anal-ysis of data using a probability approach. FuzzME software was used for analysis using of a fuzzy approach. The testing of research data (the Kolmogorov-Smirnov test) demonstrated the normal distribution of the frequency of the results of individual tests in the test battery. The level of agreement of the results (the Pearson correlation coeficient) obtained by the two approach-es (the discrete and the fuzzy approaches) was high both from the effect size (ES, large) and statistical significance points of view (r = 0.89, p = 0.05). The evaluation of the effect size (ES) of the differences between the mean values of the results obtained by the two approaches us-ing the Cohen’s d did not demonstrate any substantively significant difference (d = 0.16). For a more detailed analysis, two subsets were selected from the original group of tennis players. They consisted of players with an overall evaluation (probability approach) of 4–5 points and 8–9 points, respectively. The level of agreement between the results in the subgroup with the evaluation 4–5 points was low from both the effect size (ES, small) and statistical significance points of view (r = 0.15, p = 0.05), while the agreement in the subgroup with the evaluation of 8–9 points was at a medium level in terms of the effect size (ES, medium) and statistically insignificant (r = 0.47, p = 0.05). The effect size (ES) assessment of the differences between mean values of the results obtained by the two approaches did not demonstrate any effect (d = 0.12) in the group with the overall score of 4–5 points, and a large effect (d = 0.89, large) in the group with an overall score of 8–9 points. Despite the similarity of the results obtained by the probability and fuzzy methods, it was shown that the fuzzy approach enables a finer dif-ferentiation of the level of fitness prerequisites in players on the evaluation boundaries. Since that the results for individual items in the TENDIAG1 test battery indicate the level of individual performance prerequisites, the use of different weighting criteria may be considered for future evaluation using the fuzzy approach. For this approach, the use of the point method, a paired comparison method or the Saaty method can be considered for the identification and calcula-tion of individual subtests weighting.

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