journal1 ›› 2017, Vol. 25 ›› Issue (12): 1207-1210.DOI: 10.11852/zgetbjzz2017-25-12-06

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Study on the norms of rapid automatized naming and rapid alternating stimulus tests in preschool children

ZHANG Min1, XIE Ya-chun2, YANG Lei2, HONG Qin2, TONG Mei-ling2, CHI Xia2   

  1. 1 Department of Pediatric;
    2 Department of Children Health Care,Obstetrics and Gynecology Hospital Affiliated to Nanjing Medical University,Nanjing,Jiangsu 210004,China
  • Received:2017-03-16 Online:2017-12-10 Published:2017-12-10
  • Contact: CHI Xia,


张敏1, 解雅春2, 杨蕾2, 洪琴2, 童梅玲2, 池霞2   

  1. 南京医科大学附属妇产医院1 儿科; 2 儿童保健科,江苏 南京 210004
  • 通讯作者: 池霞,
  • 作者简介::张敏(1988-),女,江苏人,住院医师,硕士学位,主要研究方向为儿童保健。
  • 基金资助:

Abstract: Objective To develop norms for rapid automatized naming and rapid alternating stimulus (RAN/RAS) tests for preschool children. Methods A multi-stage sampling procedure was used to randomly select 314 primary school students aged 5~6 years for the study from 8 kindergartes in Nanjing. Results 1)A total of 314 students were randomly selected to participate in the study for 4 groups with sex ratio of 1∶1.01.2)The scores of the boys and girls did not differ significantly on any of the measures (P>0.05); the scores decreased as the age increased(P<0.001).3)Time reliability correlation coefficient ranged from 0.92 to 0.95,and retest reliability correlation coefficient ranged from 0.98 to 0.99.The validity test showed that the correlation coefficient was statistically significant. Conclusions The scores of RAN/RAS tests norms have significant age gradient and are in line with the law of development.The norms derived in this study are proposed as the norm RAN/RAS scores for preschool children.

Key words: dyslexia, rapid automatized naming, norm, preschool children

摘要: 目的 建立快速自动命名和快速交替刺激测试(RAN/RAS Tests)学龄前本土化测试常模。方法 本研究通过采用随机分层抽样调查方法,利用本土化后的RAN/RAS测试对南京市区8所幼儿园的314名学龄前儿童进行调查。结果 1)314名儿童(男156名,女158名)分为4个年龄组,性别比为1∶1.01;2)不同性别测试得分差异均无统计学意义(P>0.05);各个年龄组各个条目得分,随着年龄的增长而逐渐下降(P<0.001);3)时间信度相关系数范围为0.92~0.95,测试者重测信度相关系数范围为0.98~0.99,效度检测提示两两相关系数具有统计学意义。结论 本土化后的RAN/RAS测试各指标有着显著的年龄梯度,符合发育规律,可作为国内发展性阅读障碍的早期评估工具。

关键词: 阅读障碍, 快速命名, 本土化常模, 学龄前儿童

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