A Computerised Test for Assessing the Early Reading Skills

Not Applicable

Completed

• Conditions: Learning Disorders
• Interventions: Other: synthetic test; Other: computerised test

• Registration Number: NCT02797301
• Lead Sponsor: University of Mogi das Cruzes

Brief Summary

This study was to develop a computerised test with an adapted peripheral to assess the emerging literacy knowledge of children with mobility difficulties. The software was implemented using a game-like design controllable by a peripheral device without needing fine movements.

Detailed Description

Conventional tests for assessing the early reading skills of preschool children on school entry are not accessible to children with mobility limitations. This paper presents a game-like computerised test featuring an appealing scenario that is accessible to these children. It was developed on a platform that creates 2D vector graphics and contains three phases of interactive content accessible through an adapted peripheral. Conventional tests were also used to validate the effectiveness of the game. The two types of tests had the same degree of predictive power when completed by thirty three preschool children without mobility impairment.

Study Timeline

• Study Start: 2010-09
• Primary Completion: 2010-09
• Study Completion: 2011-09
• Status Verified: 2016-06
• Study First Submitted: 2016-06-02
• Study First Submitted QC: 2016-06-07
• Last Update Submitted: 2016-06-07
• Study First Posted: 2016-06-13
• Last Update Posted: 2016-06-13

Recruitment & Eligibility

• Status: COMPLETED
• Sex: Not specified
• Target Recruitment: 40

Inclusion Criteria

• G1 and G2: preschool children; no motor difficulties and normal school performance.
• G3: with moderate mobility impairment; similar cognitive ages and notions of writing to the participants of groups G1 and G2; children between seven and seventeen years old.

Exclusion Criteria

• G1 and G2: children who often miss classes; children between four and seven years.
• G3: no moderate mobility impairment

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: CROSSOVER

Arm && Interventions

Group	Intervention	Description
synthetic test & computerised test	computerised test	Seventeen preschool children (G1), with no motor impairments, from a private school. The children in G1 performed the synthetic test before the computerised test.
computerised test	computerised test	Seven volunteers (G3), two males and five females, with moderate mobility impairment, patients from the Physical Therapy and Rehabilitation Clinic.
synthetic test & computerised test	synthetic test	Seventeen preschool children (G1), with no motor impairments, from a private school. The children in G1 performed the synthetic test before the computerised test.
computerised test & synthetic test	synthetic test	Sixteen preschool children (G2), with no motor impairments, from a private school. The children in G2 performed the computerised test before the synthetic test.
computerised test & synthetic test	computerised test	Sixteen preschool children (G2), with no motor impairments, from a private school. The children in G2 performed the computerised test before the synthetic test.

Primary Outcome Measures

Name	Time	Method
Reading skills	2 days	The tests determine whether children can differentiate between the letters of the alphabet and squiggles, numbers, and mathematical signs (first phase); can realise that the same word can be written using uppercase, lowercase, and cursive letters (second phase); know the correct number of letters required to graphically represent the sounds used in speech (third phase). The numbers of incorrect choices made by children during the three phases of the computerised test (G1, G2 and G3) and the synthetic test (G1 and G2) are quantified.