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A Computerised Test for Assessing the Early Reading Skills

Primary Purpose

Learning Disorders

Status
Completed
Phase
Not Applicable
Locations
Study Type
Interventional
Intervention
synthetic test
computerised test
Sponsored by
University of Mogi das Cruzes
About
Eligibility
Locations
Arms
Outcomes
Full info

About this trial

This is an interventional diagnostic trial for Learning Disorders focused on measuring early reading skills

Eligibility Criteria

4 Years - 17 Years (Child)Accepts Healthy Volunteers

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

Sites / Locations

    Arms of the Study

    Arm 1

    Arm 2

    Arm 3

    Arm Type

    Experimental

    Experimental

    Experimental

    Arm Label

    synthetic test & computerised test

    computerised test & synthetic test

    computerised test

    Arm Description

    Seventeen preschool children (G1), with no motor impairments, from a private school. The children in G1 performed the synthetic test before the 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.

    Seven volunteers (G3), two males and five females, with moderate mobility impairment, patients from the Physical Therapy and Rehabilitation Clinic.

    Outcomes

    Primary Outcome Measures

    Reading skills
    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.

    Secondary Outcome Measures

    Full Information

    First Posted
    June 2, 2016
    Last Updated
    June 7, 2016
    Sponsor
    University of Mogi das Cruzes
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    1. Study Identification

    Unique Protocol Identification Number
    NCT02797301
    Brief Title
    A Computerised Test for Assessing the Early Reading Skills
    Official Title
    A Computerised Test for Assessing the Early Reading Skills of Children With Mobility Limitations
    Study Type
    Interventional

    2. Study Status

    Record Verification Date
    June 2016
    Overall Recruitment Status
    Completed
    Study Start Date
    September 2010 (undefined)
    Primary Completion Date
    September 2010 (Actual)
    Study Completion Date
    September 2011 (Actual)

    3. Sponsor/Collaborators

    Responsible Party, by Official Title
    Principal Investigator
    Name of the Sponsor
    University of Mogi das Cruzes

    4. Oversight

    Data Monitoring Committee
    Yes

    5. Study Description

    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.

    6. Conditions and Keywords

    Primary Disease or Condition Being Studied in the Trial, or the Focus of the Study
    Learning Disorders
    Keywords
    early reading skills

    7. Study Design

    Primary Purpose
    Diagnostic
    Study Phase
    Not Applicable
    Interventional Study Model
    Crossover Assignment
    Masking
    None (Open Label)
    Allocation
    Randomized
    Enrollment
    40 (Actual)

    8. Arms, Groups, and Interventions

    Arm Title
    synthetic test & computerised test
    Arm Type
    Experimental
    Arm Description
    Seventeen preschool children (G1), with no motor impairments, from a private school. The children in G1 performed the synthetic test before the computerised test.
    Arm Title
    computerised test & synthetic test
    Arm Type
    Experimental
    Arm Description
    Sixteen preschool children (G2), with no motor impairments, from a private school. The children in G2 performed the computerised test before the synthetic test.
    Arm Title
    computerised test
    Arm Type
    Experimental
    Arm Description
    Seven volunteers (G3), two males and five females, with moderate mobility impairment, patients from the Physical Therapy and Rehabilitation Clinic.
    Intervention Type
    Other
    Intervention Name(s)
    synthetic test
    Intervention Description
    The children performed the synthetic test with no time restriction.
    Intervention Type
    Other
    Intervention Name(s)
    computerised test
    Intervention Description
    The children performed the computerised test with no time restriction.
    Primary Outcome Measure Information:
    Title
    Reading skills
    Description
    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.
    Time Frame
    2 days

    10. Eligibility

    Minimum Age & Unit of Time
    4 Years
    Maximum Age & Unit of Time
    17 Years
    Accepts Healthy Volunteers
    Accepts Healthy Volunteers
    Eligibility Criteria
    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
    Overall Study Officials:
    First Name & Middle Initial & Last Name & Degree
    Annie F. Frère, PhD
    Organizational Affiliation
    University of Mogi das Cruzes
    Official's Role
    Principal Investigator

    12. IPD Sharing Statement

    Plan to Share IPD
    No

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    A Computerised Test for Assessing the Early Reading Skills

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