Using the SWU-TU reading test and Kidarn application to screen for student grade 1 and 2 with reading difficulties in schools in the Pathum Thani province

Main Article Content

Issarapa Chunsuwan
Paskorn Sritipsukho
Kanokporn Vibulpatanavong
Supiya Charoensiriwath

Abstract

Objective: To study using the SWU-TU reading tests and the Kidarn application to assess reading skills of students in primary schools located in Pathum Thani Province at grade1 and follow up at grade 2. 


Methods:  A longitudinal study was conducted to find the reading skills of students from grade 1 to grade 2. The SWU-TU reading tests were used to assess word reading, non-word reading, and passage reading. The Kidarn application was used to evaluate basic reading skills including letter-sound matching, phonological awareness (onset awareness), phoneme blending, and phoneme segmenting. 


Results:  A total of 1,024 students were tested in grade 1 and 876 received a follow-up test in grade 2. The results displayed that the scores of each subtest of the SWU-TU reading and Kidarn were not a normal distribution pattern in both grade 1 and grade 2 testing, and also revealed high distribution of data which shows that children have various reading abilities even they were in the same grade. The median (IQR) scores for word reading, non-word reading, and sum of passages reading were 11(6- 19), 9 (5- 14), 48 (17- 138) at grade 1, and 29 (15- 46), 14 (8- 24) and 255 (126- 324) at grade2 respectively. It was found that the letter-sound subtest of Kidarn revealed ceiling effect since grade 1; the median score is equal to the maximum score of the test. The median (IQR) scores of letter-sound correspondence, phonological awareness (onset awareness), phoneme blending, and phoneme segmenting of the Kidarn at grade 1 were 20 (18- 20), 9 (6- 13), 20 (16- 23) and 11 (7- 13) consequently, and at grade 2 were 20 (19- 20), 14 (9- 18), 22 (20- 24) and 13 (11-14) at grade 2 respectively. We proposed to use the cut-off point value at the 10th percentile as a dividing point for children in need of assistance.


Conclusion:  The use of the SWU-TU reading and the Kidarn among students in Pathum Thani province, grade 1 and grade 2 showed that the scores had abnormal distribution patterns and high distribution.

Article Details

How to Cite
Chunsuwan, I., Sritipsukho, P. ., Vibulpatanavong, K. ., & Charoensiriwath, S. . (2022). Using the SWU-TU reading test and Kidarn application to screen for student grade 1 and 2 with reading difficulties in schools in the Pathum Thani province. Journal of the Psychiatric Association of Thailand, 67(4). Retrieved from https://he01.tci-thaijo.org/index.php/JPAT/article/view/256186
Section
Original Articles

References

Altarac M, Saroha E. Lifetime prevalence of learning disability among US children. Pediatrics. 2007;119 (Suppl 1):S77-83.

Katusic SK, Colligan RC, Barbaresi WJ, Schaid DJ, Jacobsen SJ. Incidence of reading disability in a population-based birth cohort, 1976-1982, Rochester, Minn. Mayo Clin Proc 2001;76(11):1081-92.

Roongpraiwan R, Ruangdaraganon N, Visudhiphan P, Santikul K. Prevalence and clinical characteristics of dyslexia in primary school students. J Med Assoc Thai 2002;85 (Suppl 4):S1097-103.

Areemit R, Suphakunpinyo C, Lumbiganon P. Sutra S. Thepsuthammarat K. Thailand’s adolescent health situation: Prevention is the key. J Med Assoc Thai 2012; 95 (Suppl 7):S51-8.

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 5 ed. Arlington, VA: American Psychiatric Publishing; 2013.

National reading panel, teaching children to read: An evidence-based assessment of scientific research literature on reading and its implication for reading instruction report of the subgroup [Internet]. 2000. [Access 2 January, 2022]. Available from: https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

Early Grade Reading Assessment (EGRA) Toolkit: second edition [Internet]. 2016. [Access 2 January, 2020]. Available from: https://pdf.usaid.gov/pdf_docs/PA00M4TN.pdf

Munzer T, Hussain K, Soares N. Dyslexia: neurobiology, clinical features, evaluation and management. Transl Pediatr 2020;9(Suppl 1):S36-s45.

Russell G, Ryder D, Norwich B, Ford T. Behavioural difficulties that co-occur with specific word reading difficulties: A UK population-based cohort study. Dyslexia. 2015;21(2):123-41.

Arnold EM, Goldston DB, Walsh AK, Reboussin BA, Daniel SS, Hickman E, et al. Severity of emotional and behavioral problems among poor and typical readers. J Abnorm Child Psychol 2005;33(2):205-17.

Snowling MJ. Early identification and interventions for dyslexia: a contemporary view. J Res Spec Educ Needs 2013;13(1):7-14.

Lipkin PH, Okamoto JK. The Individuals with Disabilities Education Act (IDEA) for children with special educational needs. Pediatrics 2015;136: e1650-e1662.

Fletcher JM, Francis DJ, Morris RD, Lyon GR. Evidence-based assessment of learning disabilities in children and adolescents. J Clin Child Adolesc Psychol 2005;34(3):506-22.

Hulme C, Snowling MJ. Children's reading comprehension difficulties: Nature, causes, and treatments. Curr Dir Psychol Sci 2011;20(3):139-42.

Melby-Lervåg M, Lyster SA, Hulme C. Phonological skills and their role in learning to read: A meta-analytic review. Psychol Bull 2012;138(2):322-52.

Vibulpatanavong K, Evans D. Phonological awareness and reading in Thai children. Reading and Writing. 2019;32:1-25.

Lonigan CJ, Shanahan T. Developing early literacy skills: Things we know we know and things we know we don't know. Educ Res 2010;39(4):340-6.

McArthur G, Sheehan Y, Badcock NA, Francis DA, Wang HC, Kohnen S, et al. Phonics training for English-speaking poor readers. Cochrane Database Syst Rev 2018;11(11): Cd009115.

Chunsuwan I, Vibulpathnavong K, Charoensiriwath S, Peethong A. Using Kidarn Application to assess Thai early reading skills: Evaluating validity and reliability. Asia Pacific Journal of Developmental Differences. 2020;7(2):265-80.

วิกิพีเดีย. รายชื่อโรงเรียนในจังหวัดปทุมธานี [internet]. 2563. [Access 2 January, 2022] Available from: https://th.wikipedia.org/wiki/%E0%B8%A3%E0%B8%B2%E0%B8%A2%E0%B8%8A%E0%B8%B7%E0%B9%88%E0%B8%AD%

Vibuplatanavong K ED. Off to a Good Start: Enhancing reading skills in Thai Children. The First International Conference on Special Education. Bangkok; 2015. p. 28-31.

Raven J. The Raven Progressive Matrices: A review of national norming studies and ethnic and socioeconomic variation within the United States. J Educ Meas 2005;26:1-16

Phattharayuttawat S, Sukhatunga K, Chantra J, Chaiyasit W, Bunnagulrote K, Imaroonrak S. The normative score of the Standard Progressive Matrices for the Thai Population. J Psychiatr Assoc Thailand 2000; 45(1): 45-57.

สำนักงานสถิติแห่งชาติ. สรุปผลที่สำคัญการสำรวจสภาวะเศรษฐกิจและสังคมของครัวเรือนในช่วง 6 เดือนแรกของปี 2562 [internet]. กรุงเทพฯ: บริษัท ธนอรุณการพิมพ์ จำกัด; 2562. [Access 2 January, 2022]. 42p. Available from: http://www.nso.go.th/sites/2014/DocLib13/Exclusive_summary_62.pdf

สำนักงานเลขาธิการสภาการศึกษา. ปีการศึกษาเฉลี่ยของประชากรไทย ปี 2561 [internet]. กรุงเทพฯ: บริษัท พริกหวานกราฟฟิค จำกัด; 2562. [Access 2 January, 2022]. 107p. Available from: https://fliphtml5.com/wbpvz/whwi/basic