Efficacy of the Rhythmic Reading Training in Turkish Children With Dyslexia

IF 1.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2026-09-21 DOI:10.1111/1467-9817.70037

Serdar Arpacioglu, Busra Baran, Alessandro Antonietti, Alice Cancer

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引用次数: 0

Abstract

Background

Rhythmic reading training (RRT) is a rhythm-based intervention designed for individuals with dyslexia. Studies on RRT demonstrated its positive effect on reading abilities on Italian children and adolescents with dyslexia. To evaluate the cross-linguistic effectiveness of the rhythm-based intervention and to introduce a novel approach to a different population, a Turkish adaptation of RRT, called Ritmik Okuma Eğitimi (ROE), was designed. This study aims to assess the effectiveness of ROE.

Methods

Thirty-three Turkish children (15 girls, 18 boys), aged between 8 and 11 years (M = 9.18), diagnosed with dyslexia, were included in this study. The training group involved 16 Turkish students with dyslexia (seven girls, nine boys), who participated in 10 individual 40-min sessions over a 5-week period, during which the rhythm-based intervention was implemented. Reading improvements after the intervention were compared with ones of a matched control group of 17 Turkish students with dyslexia (eight girls, nine boys) who received a math intervention.

Results

Participants in the ROE training group improved their text reading speed and ability to read both words and nonwords. In addition, there was a significant improvement in word and nonword accuracy in the intervention group. No significant differences emerged between groups for text reading accuracy and rapid naming skills.

Conclusions

These findings offer preliminary support that rhythm-based interventions are an effective method for enhancing reading skills across different languages.

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韵律阅读训练对土耳其语阅读障碍儿童的效果观察

节奏阅读训练（RRT）是一种以节奏为基础的干预，专为阅读障碍患者设计。研究表明RRT对意大利阅读障碍儿童和青少年的阅读能力有积极的影响。为了评估基于节奏的干预的跨语言有效性，并将一种新的方法引入不同的人群，设计了一种土耳其语改编的RRT，称为Ritmik Okuma Eğitimi （ROE）。本研究旨在评估净资产收益率的有效性。方法选取33例8 ~ 11岁的土耳其儿童，其中女孩15例，男孩18例（M = 9.18）为研究对象。训练组包括16名患有阅读障碍的土耳其学生（7名女孩，9名男孩），他们在5周的时间里参加了10次40分钟的单独课程，在此期间实施了基于节奏的干预。干预后的阅读改善与17名接受数学干预的土耳其阅读障碍学生（8名女孩，9名男孩）的对照组进行了比较。结果ROE训练组的阅读速度和阅读单词和非单词的能力均有所提高。此外，干预组在单词和非单词准确性方面也有显著改善。在文本阅读准确性和快速命名技能方面，两组之间没有显著差异。结论这些发现为节奏干预是提高不同语言阅读能力的有效方法提供了初步支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.