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Advancing Dyslexia Assessment in Children Through Computerized Testing

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Early phonological development: creating an assessment test.

Carol Stoel-Gammon¹, A Lynn Williams

¹Department of Speech & Hearing Sciences, University of Washington, Seattle, WA, USA. csg@uw.edu

Clinical Linguistics & Phonetics

|March 16, 2013

Summary

This summary is machine-generated.

A new assessment, Profiles of Early Expressive Phonological Skills (PEEPS), aids in evaluating phonological skills in toddlers. This tool is beneficial for children with typical development and those experiencing delays, offering age-appropriate word selection.

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Area of Science:

Speech-Language Pathology
Developmental Psychology
Linguistics

Background:

Accurate assessment of early phonological skills is crucial for identifying developmental delays.
Existing tools may not adequately consider age of acquisition and lexical norms for young children.
The MacArthur-Bates Communicative Developmental Inventories provide valuable lexical data for child development research.

Purpose of the Study:

To introduce a novel protocol, Profiles of Early Expressive Phonological Skills (PEEPS), for assessing phonological systems in young children.
To establish a word list for PEEPS based primarily on age of acquisition norms from the MacArthur-Bates Communicative Developmental Inventories.
To consider phonetic and semantic properties in the selection of test items.

Main Methods:

Development of the Profiles of Early Expressive Phonological Skills (PEEPS) protocol.
Selection of target words based on age of acquisition, lexical norms, and phonetic/semantic properties.
Collection of word productions using the PEEPS protocol from children with typical development and children with cleft lip and/or palate.

Main Results:

Children with typical development produced over 90% of target words by 24 months of age.
Children with cleft lip and/or palate produced 73% of target words by 24 months of age.
Administration time for the PEEPS protocol decreased with increasing age.

Conclusions:

The PEEPS protocol offers a standardized method for evaluating early expressive phonological skills.
Age of acquisition, informed by lexical norms, is a key factor in developing age-appropriate assessments for phonological development.
PEEPS demonstrates potential utility in differentiating phonological performance between children with typical development and those with specific developmental challenges.