Effects of the Visual Praxis-Based Occupational Therapy Education Program on different kinds of reading skills: Single-blind randomized follow-up study.

IF 1.4 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology: Child Pub Date : 2024-10-01 Epub Date: 2023-04-13 DOI:10.1080/21622965.2023.2200186

Barkın Köse, Ege Temizkan

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引用次数: 0

Abstract

This study aims to examine the long-term effects of Visual Praxis Based Occupational Therapy Program (VP-OTP) on the reading skills of children with Developmental Dyslexia. A total of 126 children with Developmental Dyslexia participated in the study. The participants were then divided into two groups (Intervention and Control groups) of equal sizes (n = 63) using a random number generator without replacement. The intervention group received VP-OTP in two weekly sessions for 8 weeks. All participants were assessed with the Oral Reading Skills and Comprehension Test-II (Sobat®-II) at three time points; pretest, post-test, and follow-up. The intervention group showed promising results as the Sobat®-II's Reading Accuracy, Reading Speed, Fluent Reading, Reading Comprehension Total Score significantly increased after the intervention (p ≤ 0.05) and the scores were maintained at the follow-up (p > 0.05). The VP-OTP intervention provided a maintained improvement in reading skills of children with Developmental Dyslexia.

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基于视觉练习的职业治疗教育计划对不同类型阅读技能的影响：单盲随机跟踪研究。

本研究旨在探讨基于视觉训练的作业治疗计划（VP-OTP）对发育性阅读障碍儿童阅读能力的长期影响。共有 126 名患有发展性阅读障碍的儿童参与了这项研究。随后，研究人员使用随机数字生成器将参与者分为两组（干预组和对照组），两组人数相等（n = 63）。干预组每周接受两次 VP-OTP 训练，为期 8 周。所有参与者均在三个时间点接受了口语阅读技能和理解测试-II（Sobat®-II）的评估，即前测试、后测试和随访。干预组取得了可喜的成果，Sobat®-II 的阅读准确度、阅读速度、流利阅读、阅读理解总分在干预后都有了显著提高（p ≤ 0.05），并且在随访中得分保持不变（p > 0.05）。VP-OTP干预对发育性阅读障碍儿童的阅读能力有持续的改善作用。

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

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.