Journal of the Korean Academy of Child and Adolescent Psychiatry
- 제14권1호
- /
- Pages.81-94
- /
- 2003
- /
- 2233-9183(eISSN)
발달성 읽기 장애 진단을 위한 단어/비단어 읽기 검사와 글자기호감별검사의 표준화 연구
STANDARDIZATION OF WORD/NONWORD READING TEST AND LETTER-SYMBOL DISCRIMINATION TASK FOR THE DIAGNOSIS OF DEVELOPMENTAL READING DISABILITY
- 조수철 (서울대학교병원 신경정신과 소아분과) ;
- 이정범 (서울대학교병원 신경정신과 소아분과) ;
- 정동선 (서울대학교병원 신경정신과 소아분과) ;
- 신성웅 (서울대학교병원 신경정신과 소아분과)
- Cho, Soo-Churl (Division of Child and Adolescent Psychiatry, Department of Psychiatry, Seoul National University Hospital) ;
- Lee, Jung-Bun (Division of Child and Adolescent Psychiatry, Department of Psychiatry, Seoul National University Hospital) ;
- Chungh, Dong-Seon (Division of Child and Adolescent Psychiatry, Department of Psychiatry, Seoul National University Hospital) ;
- Shin, Sung-Woong (Division of Child and Adolescent Psychiatry, Department of Psychiatry, Seoul National University Hospital)
- 발행 : 2003.06.30
초록
목 적:발달성 읽기 장애는 정상적인 읽기 능력의 현저한 발달 저하나 지속적인 오류를 보이는 질환이며, 학령기 아동의
Objectives:Developmental reading disorder is a condition which manifests significant developmenttal delay in reading ability or persistent errors. About 3-7% of school-age children have this condition. The purpose of the present study was to validate the diagnostic values of Word/Nonword Reading Test and Letter-Symbol Discrimination Task for the purpose of overcoming the caveats of Basic Learning Skills Test. Methods:Sixty-three reading-disordered patients(mean age 10.48 years old) and sex, age-matched 77 normal children(mean age 10.33 years old) were selected by clinical evaluation and DSM-IV criteria. Reading I and II of Basic Learning Skills Test, Word/Nonword Reading Test, and Letter-Symbol Discrimination Task were carried out to them. Word/Nonword Reading Test:One hundred usual highfrequency words and one hundred meaningless nonwords were presented to the subjects within 1.2 and 2.4 seconds, respectively. Through these results, automatized phonological processing ability and conscious letter-sound matching ability were estimated. Letter-Symbol Discrimination Task:mirror image letters which reading-disordered patients are apt to confuse were used. Reliability, concurrent validity, construct validity, and discriminant validity tests were conducted. Results:Word/Nonword Reading Test:the reliability(alpha) was 0.96, and concurrent validity with Basic Learning Skills test was 0.94. The patients with developmental reading disorders differed significantly from normal children in Word/Nonword Reading Test performances. Through discriminant analysis, 83.0% of original cases were correctly classified by this test. Letter-Symbol Discrimination Task:the reliability(alpha) was 0.86, and concurrent validity with Basic Learning Skills test was 0.86. There were significant differences in scores between the patients and normal children. Factor analysis revealed that this test were composed of saccadic mirror image processing, global accuracy, mirror image processing deficit, static image processing, global vigilance deficit, and inattention-impulsivity factors. By discriminant analysis, 87.3% of the patients and normal children were correctly classified. Conclusion:The patients with developmental reading disorders had deficits in automatized visuallexical route, morpheme-phoneme conversion mechanism, and visual information processing. These deficits were reliably and validly evaluated by Word/Nonword Reading Test and Letter-Symbol Discrimination Task.
키워드