Five Years Old Preschool Children's Motor-Verbal Skills:A Follow-up into the First-grade
Abstract
Objective : The major objective of this study was to determine the means and 95% confidence interval of normal 6 years old children's motor-verbal skills. Based on the results of this study we could develop a measure to diagnose abnormal motor skills. In addition, in this follow-up study, we compared the first-graders' motor-verbal skills to their own skills one year earlier. Method: In this follow-up study, the development of motor-verbal skills was studied in 220 normal readers in the first-grade after 1 year. We administered naming speed test and word and phrase repetition to assess motor-verbal skills. Data were analyzed by descriptive statistic and paired t-test. Results: The mean of the 6 years old first-graders' speed naming was 87 words per 100 second. In addition, means and standard deviations of word and phrase repetition were 8.41(2.92) and 6.51(1.73) respectively. In addition,, paired t-test showed a significant difference between naming speed, word and phrase repetition first-grade and 5 years old children score(naming speed: t=10.95, p<0.001, word repetition: t= 14.23, p<0.001, phrase repetition: t=12.11, p<0.001) . Conclusion:In general, 5 years old children's motor-verbal skills significantly improved after one year. Furthermore, the results of this study provide the norm for speech and language pathologists and other professionals. It is important to note that if 5 years old children's motor-verbal skills are under this norm, it will be anticipated that they are at the risk of literacy problem and dyslexia.
Stackhouse J, Wells B. Children’s speech and literacy difficulties: A psycholinguistic framework, 1th ed. London: Whurr; 1997.
Bishop DV, Adams C. A perspective study of relationship between specific language impairment, phonological disorder and reading retardation. J Child Psychol Psychiatry 1990; 31: 1027-1050.
Magnusson E, Naucler K. Reading and spelling in language disordered children-linguistic and metalinguistic prerequisites: report on a longitudinal study. Clin Linguist Phon 1990; 4 :49-61.
Webster PE, Plante AS. Effect of phonological impairment on word, syllable, and phoneme segmentation and reading. Language, Speech and Hearing Service in Schools 1992; 23: 176-182.
Bird J, Bishop DVM, Freeman NH. Phonological awareness and literacy development in children with expressive phonological impairment. Journal of Speech and Hearing Research 1995; 38: 446-462.
Ehri LC, Wilce LS. Development of word identification speed in skilled and less skilled beginning reader. J Educ Psychol 1983; 75: 3-18.
Wolf M, Bowers P. The question of naming-speed deficits in developmental reading abilities: an introduction to the double deficit hypothesis. J Educ Psychol 1999; 91, 1-20.
Wolf M, O’ Rourke AG, Gidney C, Lovett M, Cirino P, Morris R. The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading & Writing: An Interdisciplinary Journal 2002; 15: 43-72.
Blachman BA. Relationship of rapid naming ability and language analysis skills to kindergarden and first-grade reading achievement. J Educ Psychol 1984; 76: 610- 622.
Stokes SF, Wong AM, Fletcher P, Leonard LB. Nonword Repetition and Sentence Repetition as Clinical Markers of Specific Language Impairment: The Case of Cantonese. Journal of Speech, Language, and Hearing Research 2006; 49:219-236.
Dollaghan C, Campbell TF. Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research 1998; 41: 1136– 1146.
Gathercole SE, Baddeley AD. Phonological memory deficits in language-disordered children: Is there a causal connection? J Mem Lang 1990; 29: 336–360.
Kamhi AG, Catts HW. Toward an understanding of developmental language and reading disorders. Journal of Speech and Hearing Disorders 1986; 51 : 337–347. reading achievement. and Hearing Research 1997; 40: 519–525.
Conti-Ramsden G, Botting N, Faragher B. Psycholinguistic markers for specific language impairment (SLI). J Child Psychol Psychiatry 2001; 42 : 741–748.
Malekmohammdi H. [Survey of some visual-verbal, auditory-verbal and motor-verbal in Persian language 5 years children in Tehran city]. Postgraduate thesis. Tehran: rehabilitation college;1995.
Denckla MB. Color naming in dyslexic boys. Cortex 1972; 8: 164-176.
Denckla MB, Rudel RG. Naming of objects by dyslexic and other learning-disabled children. Brain Lang1976; 3: 1-15.
Denckla MB, Rudel RG. Rapid automatized naming(R.A.N): Dyslexia differentiated from other learning disabilities. Neuropsychologia 1976; 14: 471- 479.
| Files | ||
| Issue | Vol 4 No 4 (2009) | |
| Section | Articles | |
| Keywords | ||
| Child Iran Language Motor skills Preschool | ||
| Rights and permissions | |
|
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
