Auditory-visual word identification test materials: computer application with children.

Abstract

The purpose of this investigation was to obtain performance data from normal-hearing children using the written word portion of existing auditory-visual word identification materials, for example, the Picture Identification Task (Wilson and Antablin, 1980). The response foils, consisting of four written words (target and alternative words) were entered into computer memory so that responses were made by pointing to a computer monitor. Subjects were 24 fourth graders with normal hearing who repeated auditory-stimulus words in noise in oral conditions, and pointed to written words representing the stimulus words in pointing conditions. Mean percent correct performance scores were higher in the pointing conditions than in the oral conditions, reflecting closed- versus open-set tasks. The results indicated that the written word portion of the Picture Identification Task can be utilized to assess the word identification performance of children who read at a fourth grade level or above.