LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 20:11 November 2020
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Token Test - A Screening Tool For Children With Reading Disability

Anne Varghese, PhD (Linguistics) and Prema K. S. Rao, PhD (Speech & Hearing)

Abstract

Aim: The aim of the study was to compare reading and listening comprehension in typically developing children and children with reading disability using the Token Test.

Method: Two groups of children, 48 typically developing children from Grade III and IV (Group I) and 6 children with the diagnosis of ‘learning disability’ (Group II) who manifested disabilities in reading were recruited from two English medium schools.

Procedure: Listening comprehension and reading comprehension skills of the participants were assessed using the Token Test (De Renzi & Faglioni, 1978). The participants were tested individually in a quiet room.

Results: A marked discrepancy between listening comprehension and reading comprehension was observed between Group I and II with moderate correlation between the two skills for Group I.

Conclusion: The Token Test may be adopted as a screening tool to identify children with reading disability. The test differentiated among children with decoding, auditory perceptual and language based comprehension problems. The test may be translated into other languages without cultural constraints.

Keywords: Token Test, reading comprehension, listening comprehension, children, cognition

Introduction

Language is a system of arbitrary verbal or non-verbal symbols used for communication within a particular community. Shared experiences of persons are coded as symbols and the consolidation of experiences that is built into memories over time are conceptualized for communication purpose. The foundation of language, therefore, is the formation of concepts the majority of which is universal. The depth of understanding of concepts for communication refers to comprehension.

It is well known that development of comprehension starts at infancy that continues through adulthood (Antonucci & Alt, 2011). Development of comprehension in infants is deeply rooted in sensori-motor experiences with the objects and people in its environment (Piaget, 1952). The emergence of object-permanence heralds the awakening of comprehension in an infant. During this process comprehension evolves from the simplistic understanding to mature understanding of concepts. Comprehension skill is a pre-requisite for the acquisition of spoken language and therefore, it appears much before the child is able to name or label the objects and people in its environment.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Anne Varghese, PhD (Linguistics)
(Corresponding Author)
Assistant Professor
Department of Speech Language Pathology
Dr MV Shetty College of Speech and Hearing
Maladi Court, Kavoor
Mangalore - 575015
Karnataka, India
annevarghese55@yahoo.in

Prema K. S. Rao, PhD (Speech & Hearing)
Former Professor of Language Pathology
Department of Speech Language Pathology
All India Institute of Speech & Hearing
Mysore- 570006
Karnataka, India
rao.prema@gmail.com
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