1 / 14

Computational Application for Early Detection of Dyslexia in Pre-school Children

Computational Application for Early Detection of Dyslexia in Pre-school Children. Background Aim of overall project Aim of current phase Phonological Deficit Hypothesis. The most commonly used tests in Ireland at present: The Dyslexia Screening Test (6.6 to 16.5 years)

Download Presentation

Computational Application for Early Detection of Dyslexia in Pre-school Children

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Computational Application for Early Detection of Dyslexia in Pre-school Children Background • Aim of overall project • Aim of current phase • Phonological Deficit Hypothesis

  2. The most commonly used tests in Ireland at present: • The Dyslexia Screening Test (6.6 to 16.5 years) • The Bangor Dyslexia Test (test not normed) • Genetic Factor(Rack, 1999)

  3. Developing the test • Early/Intermediate/Late Consonants (Smit & Hand, 1997) • 38 test items based on 19 phonemes • Selecting words and images • Pre-pilot the test – initial idea of validity and reliability • Technical aspects

  4. Test Administration • 8 pre-schools • 104 children (+ 20 at pre-pilot stage) • Age range: 33 to 69 months • Locations: rural Wicklow to urban City Centre • 20 questions per child • Mean score: 11.89; Mode: 11

  5. Test Analysis

  6. Point-Biserial Test • An item analysis test • Establishes a correlation between a right/wrong score a child receives in a given item and the total score that a child gets in the overall test • Ranges from +1 to –1 • Varma: Point Biserial of at least .15

  7. Test Analysis contd. • Low Point-Biserial Scores Removed:

  8. Cronbach’s α • A split-half measure of the reliability of the test items • Cronbach's Alpha .830 17 • Number of Items

  9. Early/Intermediate/Late Consonants • Developmental Sequence as recognised by Smit&Hand (1997) • Early Consonants: Mean = 32 • Intermediate Consonants: Mean = 33.8 • Late Consonants: Mean = 32.58 • No significant difference between groups

  10. Location Mean N Std. Deviation Location A 8.67 6 3.670 Location B 11.00 9 4.031 Location C 8.67 12 3.312 Location D 8.83 12 3.950 Location E 6.64 14 2.706 Location F 10.07 28 4.472 Location G 13.07 14 2.999 Location H 7.67 9 3.317 Total 9.50 104 4.063 Location • Significant variation in scores • Parental interest? • Phonological training? • Age variation?

  11. Age-Sensitive Test Mean ScoreStandard Deviation Group 18.053.268 Group 211.903.919 Group 312.354.499 Group 413.303.975 Group 513.543.833

  12. Achievement • 30 ‘good items’ in terms of reliability • Discriminates between children on their success at a phoneme-based test • Age sensitive • Correct pitch – format of test

  13. Futher Development • Further pilot-test • More care in getting a representative sample • Try on a group who are known to have dyslexia • Further statistical analysis • Z-scores • Multiple Regression

More Related