Comparative Study of “The Number Sets Test” Score in Reading Disability Patients with/ without Mathematics Disability
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Abstract
Objective : To study the differences of the Number Sets Test scores between children
with reading disability and reading disability with co-morbid mathematics disability
Method : The study was conducted by collecting data in children with learning
disabilities, currently studying in Primary school grade 3-4, those were followed up at
the Child and Adolescent Psychiatric Outpatient Department, Ramathibodi Hospital
during June - December 2019. Population were divided into 2 groups 1. children with
reading disability (RD) 2. children with reading disability with co-morbid mathematics
disability (reading disability with mathematics disability; RD / MD). Data were collected
in general information of patients and families, underlying disease, current medication,
family history of learning disability, Wechsler Intelligence Scale for Children (WISC) and
Wide Range Achievement Test-Thai (WRAT-Thai) report. The population then proceed
to test Thai version of Number Sets Test, in which the researcher was authorized by the
test developer and translated into Thai (according to standard research protocol).
Result : The 2 groups of participants have significantly different in the Number Sets Test
Thai version scores. The mean score of the children with reading disability (RD) is 57.81
points (primary school year 3 = 54.04 points, year 4 = 60.65 points) and groups with
co-morbid mathematics disability (RD / MD). is 35.11 points (primary school year 3 =
32.13 points, year 4 = 38.54 points).
Conclusion : The Number Sets Test Thai version has a mean total score that can identify
the presence or absence of co-morbidity with mathematic disability in the population
of children with reading disability. The cut-point score is 47.5.
Article Details
บทความที่ส่งมาลงตีพิมพ์ในวารสารสมาคมจิตแพทย์ ต้องไม่เคยตีพิมพ์หรือได้รับการตอบรับให้ตีพิมพ์ในวารสารฉบับอื่น และต้องไม่อยู่ระหว่างการส่งไปตีพิมพ์ในวารสารอื่น
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