Rapid improvement of reading performance in children with dyslexia by altering the reading strategy: A novel approach to diagnoses and therapy of reading deficiencies
| Autor: | Reinhard Werth |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Male
Reading disability medicine.medical_specialty Time Factors Adolescent diagnosis media_common.quotation_subject word recognition Fixation Ocular Pronunciation Audiology Vocabulary 050105 experimental psychology Dyslexia Random Allocation 03 medical and health sciences 0302 clinical medicine Developmental Neuroscience Reading (process) Task Performance and Analysis medicine Humans 0501 psychology and cognitive sciences Child media_common therapy speech onset latency Intelligence quotient segmentation 05 social sciences Eye movement Recognition Psychology Verbal Learning medicine.disease Pseudoword eye movements Reading fixation time Neurology Word recognition Female Neurology (clinical) Psychology 030217 neurology & neurosurgery Research Article |
| Zdroj: | Restorative Neurology and Neuroscience |
| ISSN: | 1878-3627 0922-6028 |
| DOI: | 10.3233/rnn-180829 |
| Popis: | Background: Reading disability is termed “dyslexia” if it is much lower than other cognitive abilities according to the intelligence quotient (IQ). This means that dyslexia is caused by an impairment of abilities other than those which the IQ requires. Therefore, reading performance should improve immediately if these impairments are either eliminated or compensated. Objective: The experiments explore conditions under which these impairments are compensated and dyslexic children's poor reading ability immediately improve. Methods: Experiment 1 examined if reducing the number of letters in pseudowords, prolonging the time interval during which the gaze is directed to pseudowords, reducing the amplitude of saccades and prolonging the time interval that elapsed between the beginning of the presentation of a pseudoword and the beginning of the pronunciation of that word influences childrens’ reading performance. A group of 100 German children (71 boys and 29 girls) aged 8 to 13 years, who suffered from dyslexia according to the Zuerich Reading Test, were divided into a training group (n = 50) and an age-matched control group (n = 50) and tested. Both groups participated in experiment 1. Only the children in the training group participated in experiment 2, in which the children learned a compensatory reading strategy. The age - matched control group did not learn the compensatory reading strategy. In the training group, reading performance was tested before and after having learned the new reading strategy. Results: Conditions were found under which all children were able to read 95% of the pseudowords correctly. After having learned a compensatory reading strategy, a mean 58.9% decrease in words read incorrectly was found after a single training session. The difference between the number of reading mistakes before and after the training session was highly significant (Wicoxon Test: p < 0.00001). The effect size showed that the compensatory reading strategy was highly effective (Hedges g = 1.7). The reading ability of an age-matched dyslexic control group showed no improvement. Conclusions: Dyslexic subjects’ reading performance improves significantly when they learn a new reading strategy. |
| Databáze: | OpenAIRE |
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