TITLE:
Normative Study of the Recognition Words Written Test “P1” for Moroccan Children Aged 7.5 - 11.5 Years
AUTHORS:
Ahlam El Moutez, Mostapha El Alaoui Faris, Maria Benabdejlil
KEYWORDS:
Learning Disabilities, Assessment, Arabic Language, Vocalization, Recognition Written Word, Reading, Developmental Dyslexia, Children, Norms
JOURNAL NAME:
Psychology,
Vol.9 No.6,
June
29,
2018
ABSTRACT: Objective: The objective of the present study is to provide the Moroccan and Arab healthcare professional with a tool for assessing the Arabic language reading, adapted to their context and taking into accounts the characteristics of the Arab language structure. At the same time, to extract the essential standards of the test for Moroccan children, these standards would make it easier to detect learning disabilities related to the treatment of the written language. Method: The test was applied individually to a random sample of 116 children from different age groups ranging from seven to eleven years, these are children from different social status and different types of schools in Rabat, capital of Morocco. Our selection criterion is that the child presents no psychological tracking, speech therapy or psychomotor therapy. Results: The performance of the psychometric properties of the test, the reliability, the validity, and the standards provide efficacy the effectiveness of its application and its generalization in situations where language processing is needed. Conclusion: This test can be used by the doctor, the neuropsychologist or the speech therapist in order to be able to establish a diagnosis concerning the presence or absence of learning disabilities in relation to the treatment of written language. The diagnosis could actually lead neuropsychologists or speech therapists, in the care of children with difficulty of written language treatment.