None listed
Conditions
Interventions
Intervention1: Remedial Manual on Metaphonological Skills in Kannada (ReM-Kan): The ReM-K manual given by Shilpashri (2004), is a 30-day intensive training program useful in enhancing metaphonological
Sponsors
Deekshitha
Dr T M A Pai PhD Scholarship
Eligibility
Inclusion criteria
Inclusion criteria: 1) Native Kannada-speaking school-going children or who use Kannada predominantly for communication as per the adapted Child KLEAP-Q questionnaire (Narasimhan et al., 2023) from grades 3 to 7 2) Children studying in Kannada medium schools since the commencement of schooling. 3) Children of either gender are in all grades. 4) No significant pre-existing history of middle ear disorders. 5) Children with intellectually average or above average as per Raven’s Progressive Matrices 6) Children who score below 1.5 S.D on word reading accuracy measures appropriate to his or her chronological age and intellectual abilities. 7) Having deficits in at least one of the four domains Akshara Knowledge, Syllable awareness, Phonological awareness and RAN 8) Children with normal or corrected-to normal vision. 9) Children with hearing sensitivity within normal limits (hearing thresholds =25 dBHL at audiometric octave frequencies, i.e., 250 to 8000 Hz).
Exclusion criteria
Exclusion criteria: 1) Children with a history of neurological, speech, language, hearing, cognitive, or motor difficulties or any such deficits reported or observed by the class teachers as on the WHO ten-question disability screening checklist. 2) Children with significant social and/or emotional problems affecting school activities (on Strengths and Difficulties questionnaire, Goodman, 2010) 3) Children with a history of otologic, neurological, and auditory processing deficits. 4) Children who cannot follow the instructions even after the three repetitions and/or rephrasing, owing to apparent attention deficits and hyperactivity. 5) Poor attendance in the school records 6) Children whose reading abilities fall below the 15th percentile for their grade in word reading accuracy measures (Nag & Snowling, 2012)
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Reading measures: Reading accuracy (total scores in %), reading rate (wpm), and reaction time (msec) Phonological Awareness (PA) skills (Total PA scores)Timepoint: After every three therapy sessions or once a week | — |
Secondary
| Measure | Time frame |
|---|---|
| Auditory Processing measures: % Correct at 0 dBSNR (monosyllables), Total scores for words repeated correctly at 0dBSNR, SNR loss in dB (sentences), Gap Detection Threshold in milliseconds and Temporal Fine Structure 1 threshold in dBTimepoint: After every three therapy sessions or once a week | — |
Countries
India
Contacts
Public ContactDr Shivani Tiwari
Manipal College of Health Professions
Outcome results
None listed