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Auditory-visual word identification test materials: computer application with children.

J A McCullough1, L A Cunningham, R H Wilson

  • 1San Jose State University, CA 95192-0079.

Journal of the American Academy of Audiology
|May 1, 1992
PubMed
Summary
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This study assessed word identification in normal-hearing children using a written word task. Pointing to written words showed higher accuracy than repeating words, indicating task effectiveness for assessing reading skills.

Area of Science:

  • Audiology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Auditory-visual word identification is crucial for language development.
  • Assessing word recognition in children requires reliable and valid methods.
  • Existing tasks may need adaptation for specific age groups and testing conditions.

Purpose of the Study:

  • To evaluate the performance of normal-hearing children on the written word component of an auditory-visual word identification task.
  • To compare performance between oral response and computer-based pointing response conditions.
  • To determine the utility of the Picture Identification Task for assessing word identification in children reading at or above a fourth-grade level.

Main Methods:

  • Utilized the written word portion of the Picture Identification Task with 24 normal-hearing fourth graders.

Related Experiment Videos

  • Responses were made by pointing to written words on a computer monitor.
  • Compared performance in oral response conditions (repeating words) versus pointing conditions.

    • Main Results:

    • Children achieved higher mean correct performance scores in the pointing conditions compared to oral conditions.
    • This difference reflects the distinction between closed-set (pointing) and open-set (oral) tasks.
    • The written word task demonstrated effectiveness for assessing word identification.

    Conclusions:

    • The written word component of the Picture Identification Task is a viable tool for assessing word identification skills in children.
    • The task is suitable for children reading at a fourth-grade level or higher.
    • Performance differences highlight the impact of response modality on task difficulty.