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Apr 13, 2018

21st European Congress of Physical and Rehabilitation Medicine

CLINICAL USE OF STANDARDIZED NAMING INSTRUMENTS FOR EARLY LITERACY SCREENING IN SPEECH AND LANGUAGE THERAPIST PRACTICE

;

Riemere K;

Vabale A;

Vētra A.

early screening

literacy

naming

speech and language therapy

rapid automatized naming

alternating stimulus

Abstract

Abstract

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Keywords

early screening

literacy

naming

speech and language therapy

rapid automatized naming

alternating stimulus

Abstract

CLINICAL USE OF STANDARDIZED NAMING INSTRUMENTS FOR EARLY LITERACY SCREENING IN SPEECH AND LANGUAGE THERAPIST PRACTICE Savicka Līga1, Riemere Kristīne2, Vabale Andra2, Vētra Anita2 1 Riga East Clinical University Hospital - Riga, Latvia 2 Riga Stradiņš university - Riga, Latvia Introduction: There is a lack of standardized instruments for early literacy screening in Latvia. As we approach the new model of compulsory primary education from the age of six, it is especially important to identify possible difficulties with phonological abilities and literacy. RAN test results correlate with literacy levels (Manis, Doi, Bhadha, 2000). Purpose: To adapt a rapid naming instrument for clinical use in speech therapist practice and illustrate trends of rapid naming in Latvian children from kindergarten and primary schools. Method: The participants were 5-12 year old children (n=541) from general population with Latvian as native language, from 32 educational institutions. Children were assessed with Rapid automatized naming (RAN) - Rapid alternating stimulus (RAS) test (Denckla M, Rudel R, Wolf M, 2005). RAN test consists of 4 subtests: Objects, Colors, Numbers and Letters. RAS test consists of 2 subtests: Letters and Numbers, Letters, Numbers and Colors. A child has to name all the visual stimuli on a subtest as fast as possible. Results are measured in the naming time and analyzed according to the age of a child. Results: 32% of 5 year olds couldn’t name RAN Numbers and 58% couldn’t name RAN Letters. Naming times were quicker for RAS 2 stimulus, than RAS 3 stimulus subtest. RAN-RAS reliability coefficients in 6-12 year olds are high (r>0,75, p<.001). Internal consistency is high for all subtests and age groups (α=.93). Conclusions: Based on reliability coefficients and learning process guidelines, it would benefit to use subtests RAN Letters and RAN Numbers for children from the age of six. RAN-RAS internal consistency and reliability coefficients are high in all age groups and can be recommended for clinical use. It is recommended to continue the research up to 18 years of age and corresponding research has already begun.

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All rights reserved.