Automatic word recognition: the validity of a universally accessible assessment task.

ABSTRACT

In the current study, the validity of a task designed to assess the automatic word recognition skills of persons with complex communication needs was investigated. A total of 78 students without communication impairments in kindergarten through second grade completed a standard automatic word recognition task requiring oral reading of words presented for less than 0.25 s. The same students completed an experimental word recognition task that did not require a spoken response. Results support the validity of the experimental task. For example, the mean performance scores on both tasks decreased in the expected direction, and there was a significant correlation between the standard and experimental tasks. Other results suggest that the same trait was being measured by both tasks. The data highlight directions for future research and development of the experimental task, while leaving us enthusiastic about the future of the experimental task as a valid means of assessing automatic word recognition for persons with complex communication needs.