Learning Disorders
Conditions
Keywords
early reading skills
Brief summary
This study was to develop a computerised test with an adapted peripheral to assess the emerging literacy knowledge of children with mobility difficulties. The software was implemented using a game-like design controllable by a peripheral device without needing fine movements.
Detailed description
Conventional tests for assessing the early reading skills of preschool children on school entry are not accessible to children with mobility limitations. This paper presents a game-like computerised test featuring an appealing scenario that is accessible to these children. It was developed on a platform that creates 2D vector graphics and contains three phases of interactive content accessible through an adapted peripheral. Conventional tests were also used to validate the effectiveness of the game. The two types of tests had the same degree of predictive power when completed by thirty three preschool children without mobility impairment.
Interventions
OTHERsynthetic test
The children performed the synthetic test with no time restriction.
OTHERcomputerised test
The children performed the computerised test with no time restriction.
Sponsors
University of Mogi das Cruzes
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
DIAGNOSTIC
Masking
NONE
Eligibility
Age
4 Years to 17 Years
Healthy volunteers
Yes
Inclusion criteria
* G1 and G2: preschool children; no motor difficulties and normal school performance. * G3: with moderate mobility impairment; similar cognitive ages and notions of writing to the participants of groups G1 and G2; children between seven and seventeen years old.
Exclusion criteria
* G1 and G2: children who often miss classes; children between four and seven years. * G3: no moderate mobility impairment
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Reading skills | 2 days | The tests determine whether children can differentiate between the letters of the alphabet and squiggles, numbers, and mathematical signs (first phase); can realise that the same word can be written using uppercase, lowercase, and cursive letters (second phase); know the correct number of letters required to graphically represent the sounds used in speech (third phase). The numbers of incorrect choices made by children during the three phases of the computerised test (G1, G2 and G3) and the synthetic test (G1 and G2) are quantified. |
Outcome results
None listed