Dyslexia最新文献_第2页

Children's Books as a Tool for Raising Young Readers' Awareness of Dyslexia 儿童读物作为提高青少年读者阅读障碍意识的工具

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-04 DOI: 10.1002/dys.1790

Lemoine Lise, Bonjour Emmanuelle, Schneider Benoît, Marec-Breton Nathalie

{"title":"Children's Books as a Tool for Raising Young Readers' Awareness of Dyslexia","authors":"Lemoine Lise, Bonjour Emmanuelle, Schneider Benoît, Marec-Breton Nathalie","doi":"10.1002/dys.1790","DOIUrl":"https://doi.org/10.1002/dys.1790","url":null,"abstract":"<div>\u0000 \u0000 <p>French law requires children with disabilities to receive schooling, wherever possible in ordinary schools. To achieve this goal, schools must create a truly inclusive environment that meets every child's specific needs. Ensuring other students accept peers with disabilities is an essential part of providing an inclusive environment. We postulated that reading children's books featuring characters with disabilities can foster this acceptance by enabling students to understand and empathise with peers with disabilities. Indeed, readers' tendency to attribute emotions, beliefs, intentions and perceptions to characters helps them better appreciate characters' feelings, mental states and experiences. The present study analysed the impact that reading a children's book about a young boy with dyslexia had on children without dyslexia. We read <i>Les mots d'Enzo</i> to 25 fourth- and fifth-grade students (13 girls and 12 boys) and then conducted semi-structured interviews with each student. Reading <i>Les mots d'Enzo</i> taught participants a lot about dyslexia, the difficulties it causes, its consequences for children with dyslexia and the help these children need. In addition to gaining a relatively accurate understanding of dyslexia, participants grasped the story's moral, attributed emotions, beliefs and intentions to the character with dyslexia, appreciated how he felt, and showed empathy towards him. They were also capable of generalising these aspects to real students with dyslexia or other disorders.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implicit Statistical Learning of Brazilian Children With Developmental Dyslexia 巴西发展性阅读障碍儿童的内隐统计学习

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-04 DOI: 10.1002/dys.1792

Roseline Ardiles, Eda Marconi Custódio, Suelen Nascimento dos Santos, Matheus Assis de Oliveria

{"title":"Implicit Statistical Learning of Brazilian Children With Developmental Dyslexia","authors":"Roseline Ardiles, Eda Marconi Custódio, Suelen Nascimento dos Santos, Matheus Assis de Oliveria","doi":"10.1002/dys.1792","DOIUrl":"https://doi.org/10.1002/dys.1792","url":null,"abstract":"<div>\u0000 \u0000 <p>Implicit statistical learning (ISL) is non-conscious learning where participants identify patterns in their environment after repeated exposures. This study verified whether Brazilian children with DD present disturbances in the ISL mechanism and if these disturbances may be related to the difficulties associated with DD through artificial grammar learning (AGL) and reaction time in serial tasks (SRT Task). It also intended to verify which of the paradigms proves to be the most sensitive to assess ISL and which is most associated with participants' learning to read and write. Two groups of children with and without DD from the end of the first cycle and the beginning of the second cycle of the elementary school participated in this study, paired according to socioeconomic level, education network, schooling, gender and age. Children with DD showed no disturbances in the ISL process; the AGL paradigm exhibited the most significant association with performance on reading/writing tasks. When compared to the SRT Task, the AGL paradigm proved to be more sensitive in assessing implicit processes and effectively distinguishing between the groups with and without DD. The results of the SRT Task emphasise the importance of task practice and structure for implicit learning in children with developmental dyslexia. These findings have important implications for understanding ISL and its relevance to reading and writing skills in children with developmental dyslexia.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Relationship Between Campus Bullying and Anxiety in Chinese Students With or Without Developmental Dyslexia: The Moderating Role of Self-Confidence 中国发展性阅读障碍学生校园欺凌与焦虑的关系：自信的调节作用

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-03 DOI: 10.1002/dys.1794

Shudong Zhang, Xiuping Ming, Mingxia Zhang, Danying Zeng, Xinyi Zhou, Xianbing Zhang

{"title":"The Relationship Between Campus Bullying and Anxiety in Chinese Students With or Without Developmental Dyslexia: The Moderating Role of Self-Confidence","authors":"Shudong Zhang, Xiuping Ming, Mingxia Zhang, Danying Zeng, Xinyi Zhou, Xianbing Zhang","doi":"10.1002/dys.1794","DOIUrl":"https://doi.org/10.1002/dys.1794","url":null,"abstract":"<div>\u0000 \u0000 <p>There is great value and significance to pay attention to the mental health status of children, especially those with special needs. This study examined the effects of self-confidence and campus bullying on anxiety in students, both with and without dyslexia. A questionnaire survey was conducted among 92 students in grades 3–5, half of whom had developmental dyslexia (DD). The results showed a significant positive moderating effect of self-confidence on the relationship between campus bullying and anxiety in students with DD. Specifically, the effect of campus bullying on anxiety was more pronounced in DD students with higher levels of self-confidence than in those with lower levels. For typically developing (TD) students, this moderating effect was not significant. Further analysis showed no significant differences in this moderating effect between DD and TD students. These findings highlight the need for educators and parents to closely monitor and address campus bullying and anxiety issues in students, especially in DD students with a high level of self-confidence and to implement timely interventions.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Overreliance on Sublexical Phonological Processing in Visual Word Recognition for Third-Grade Mandarin-Speaking Dyslexic Children 三年级汉语阅读障碍儿童视觉词识别中对亚词汇语音加工的过度依赖

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-03 DOI: 10.1002/dys.1795

Wenjing Zhang, Tao Liu, Wangmei Chen, Tongxin Liu, Yaowen Li, Xiuyue Yue, Tongjie Zhuang, Ruojiao Li, Shaoxue Zhang, Licheng Xue, Jing Zhao

{"title":"Overreliance on Sublexical Phonological Processing in Visual Word Recognition for Third-Grade Mandarin-Speaking Dyslexic Children","authors":"Wenjing Zhang, Tao Liu, Wangmei Chen, Tongxin Liu, Yaowen Li, Xiuyue Yue, Tongjie Zhuang, Ruojiao Li, Shaoxue Zhang, Licheng Xue, Jing Zhao","doi":"10.1002/dys.1795","DOIUrl":"https://doi.org/10.1002/dys.1795","url":null,"abstract":"<div>\u0000 \u0000 <p>Developmental dyslexic (DD) children encounter challenges in sublexical orthographic, phonological, and semantic processing. However, there exists limited knowledge about the predominance of these three types of sublexical processing in visual word recognition among DD children. To investigate this issue, we screened 50 DD and 47 typically developing (TD) third-grade native Chinese-speaking children, and employed a picture-novel character mapping task. We constructed four types of options: semantic radical-legal position pseudo characters (e.g., ), phonetic radical-legal position pseudo characters (e.g., ), semantic radical-illegal position false characters (e.g., ), and phonetic radical-illegal position false characters (e.g., ). Results in the multilevel logistic mixed-effects regression analysis revealed that semantic radical-legal position pseudo characters were more predictive for the trial-level participants' response of TD children, whereas phonetic radical-legal position pseudo characters were more predictive for the trial-level participants' response of DD children. Consistently, semantic radical-legal position pseudo characters were poorer predictors, while phonetic radical-legal position pseudo characters were stronger predictors for the trial-level participants' response of DD children than for that of TD children. These findings collectively suggest the predominance of sublexical orthographic and phonological processing in DD children's visual word recognition, and DD children may rely more on the sublexical phonological processing relative to TD children.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parafoveal Processing and Transposed-Letter Effects in Developmental Dyslexic Reading 发展性失读症的旁中央凹加工和转位字母效应

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-03 DOI: 10.1002/dys.1791

Julie A. Kirkby, Rhiannon S. Barrington, Denis Drieghe, Simon P. Liversedge

{"title":"Parafoveal Processing and Transposed-Letter Effects in Developmental Dyslexic Reading","authors":"Julie A. Kirkby, Rhiannon S. Barrington, Denis Drieghe, Simon P. Liversedge","doi":"10.1002/dys.1791","DOIUrl":"https://doi.org/10.1002/dys.1791","url":null,"abstract":"<p>During reading, adults and children independently parafoveally encode letter identity and letter position information using a flexible letter position encoding mechanism. The current study examined parafoveal encoding of letter position and letter identity for dyslexic children. Eye movements were recorded during a boundary-change paradigm. Parafoveal previews were either an identity preview (e.g., nearly), a transposed-letter preview (e.g., enarly) or a substituted-letter preview (e.g., acarly). Dyslexic readers showed a preview benefit for identity previews, indicating that orthographic information was encoded parafoveally. Furthermore, dyslexic readers benefitted from transposed-letter previews more than substituted-letters previews, demonstrating that letter identity was encoded independently to letter position during parafoveal processing. Although a transposed-letter effect was found for dyslexic readers, they demonstrated a reduced sensitivity to detect transposed-letters in later measures of reading, that is, go-past times, relative to that found for typically developing readers. We conclude that dyslexic readers, with less rich and fully specified lexical representations, have a reduced sensitivity to transpositions of the first two letters of the upcoming word in preview. These findings are compatible with the view that orthographic representations of dyslexic children are not sufficiently specified.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1791","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pauses in the Dynamics of Handwriting Production: Evidence of Persistent Difficulties in French Students With Dyslexia 书写过程中的停顿：法国阅读障碍学生持续困难的证据

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-03 DOI: 10.1002/dys.1789

Audrey Mazur, Matthieu Quignard

{"title":"Pauses in the Dynamics of Handwriting Production: Evidence of Persistent Difficulties in French Students With Dyslexia","authors":"Audrey Mazur, Matthieu Quignard","doi":"10.1002/dys.1789","DOIUrl":"https://doi.org/10.1002/dys.1789","url":null,"abstract":"<p>Despite the persistent difficulties of people with dyslexia concerning writing, few studies examine the impact of dyslexia on the dynamic aspects of written text production. Our objective is to examine the written productions of students with dyslexia (<i>N</i> = 21), compared with matched control students (<i>N</i> = 22), taking into consideration online indicators. They were asked to produce spontaneous narrative and expository texts. The written texts (<i>N</i> = 86) were collected using the Eye and Pen software with digitising tablets. Results show significant differences between the two groups concerning bursts and some pause locations and durations. While previous works conclude that the spelling difficulties of university students do not impact the transcription process anymore, which means that they no longer have effects on the dynamics of writing, and thus on writing fluency, our study qualifies these conclusions. Indeed, our results show that students with dyslexia's word transcription is atypical and problematic in terms of online indicators: they display shorter bursts (number of units written without a pause) and make longer pauses, especially inside and before words and before punctuation signs. The way in which they allocate cognitive resources is still partially altered by cognitive obstacles; their transcription process is also slowed down and disorganises other high-level cognitive operations.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1789","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Visual Implicit Pre-Cueing Improves Response Time in Decision-Making in Dyslexic Children 视觉隐性预提示可改善阅读障碍儿童决策时的反应时间。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-11-10 DOI: 10.1002/dys.1793

José A. Barela, Crislaine da Silva, Paola R. de Jesus, Gabriella A. Figueiredo, Ana Maria F. Barela, Andrew R. Novak, Job Fransen

{"title":"Visual Implicit Pre-Cueing Improves Response Time in Decision-Making in Dyslexic Children","authors":"José A. Barela, Crislaine da Silva, Paola R. de Jesus, Gabriella A. Figueiredo, Ana Maria F. Barela, Andrew R. Novak, Job Fransen","doi":"10.1002/dys.1793","DOIUrl":"10.1002/dys.1793","url":null,"abstract":"<div>\u0000 \u0000 <p>This study aimed to examine the effect of visual pre-cueing presented at different time intervals in the response time of dyslexic and non-dyslexic children. Fifteen dyslexic and 15 non-dyslexic children performed a computerised four-choice reaction time task across four conditions: no pre-cue and a 43-ms time interval (or duration) of a centralised dot appearing in the stimulus circle at 43, 86 or 129 ms prior to the stimulus. Each condition was repeated eight times, totaling 32 trials, and presented in a random order. Response correctness and response times were recorded for each trial, and z-scores were obtained by standardising performance in the three pre-cued conditions relative to the no pre-cue condition. Dyslexic children took longer to respond in the task than non-dyslexic children. Both dyslexic and non-dyslexic children had faster response times in the pre-cued conditions than in the conditions without the pre-cue. These lower response times were inversely correlated with the length of the pre-cueing interval. These results suggest that dyslexic children use visual pre-cueing to improve decision-making. The ability of dyslexic children to use pre-cues may offer an interesting avenue for the exploration of interventions aimed at minimising behavioural and cognitive difficulties resulting from dyslexia.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"30 4","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia 表达方式很重要：有阅读障碍和没有阅读障碍的荷兰中学生书面叙述中的表面文字特征和文字质量。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-27 DOI: 10.1002/dys.1786

Loes Bazen, Madelon van den Boer, Elise H. de Bree, Peter F. de Jong

{"title":"Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia","authors":"Loes Bazen, Madelon van den Boer, Elise H. de Bree, Peter F. de Jong","doi":"10.1002/dys.1786","DOIUrl":"10.1002/dys.1786","url":null,"abstract":"<p>Presentation features such as spelling, punctuation and handwriting can influence the evaluation of general text quality. High school students with dyslexia might therefore be at a disadvantage, as at least their spelling performance is typically poor(er). Furthermore, these students might show less sophisticated linguistic features of texts, such as word length and sentence complexity, that might also be related to text quality. We compared narratives written by Dutch high school students (mean age 13.7 years) with (<i>n</i> = 28) and without (<i>n</i> = 29) dyslexia. Students with dyslexia's texts contained more spelling errors and poorer handwriting quality, but not more punctuation errors. Teacher-rated general text quality was lower for the texts of students with dyslexia in uncorrected versions. When spelling and punctuation errors were corrected, no teacher-rated text quality differences emerged. No differences in linguistic text features were found. Furthermore, spelling, punctuation and, to a lesser extent, number of words per sentence clause were related to ratings of text quality across participants. These results confirm the influence of presentation features on text quality rating. They encourage teachers to be aware of this effect and emphasize the importance of spelling and writing support and interventions for students with dyslexia throughout education.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"30 4","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1786","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142082132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Subjective visual vertical/horizontal and video head impulse test in dyslexic children 阅读障碍儿童的主观视觉垂直/水平和视频头部冲动测试。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-22 DOI: 10.1002/dys.1782

Pasqualina Maria Picciotti, Dario Antonio Mele, Stefano Settimi, Giorgia Mari, Lucia D'Alatri, Jacopo Galli

{"title":"Subjective visual vertical/horizontal and video head impulse test in dyslexic children","authors":"Pasqualina Maria Picciotti, Dario Antonio Mele, Stefano Settimi, Giorgia Mari, Lucia D'Alatri, Jacopo Galli","doi":"10.1002/dys.1782","DOIUrl":"10.1002/dys.1782","url":null,"abstract":"<p>Different studies have tried to establish a relationship between dyslexia and the vestibular system function. Subjective Visual Vertical/Horizontal (SVV and SVH) and Video Head Impulse Test (VHIT) are useful for studying the vestibular system and can be easily performed in children. Our aim was to evaluate the vestibular function in dyslexic children by SVV/SVH and VHIT. We enrolled 18 dyslexic children (10M/8F; mean age 10.7 ± 2.3 years; range 7–14 years) and 18 age-matched children with typical development of learning abilities. All children performed VHIT, SVV and SVH. We found normal gain and symmetry of vestibulo-ocular-reflex both in dyslexic and typically developing children. Fifteen out of 18 dyslexic children (83.3%) showed a difference of at least one amongst SVV or SVH. The mean value of SVV was 2.3° and the mean value of SVH was 2.6°. Statistical analysis showed a significant difference between typically developing and dyslexic children for both SVV and SVH. We confirm a relationship between dyslexia and the alteration of SVV and SVH. Our results could be related to the pathogenetic hypothesis of a visual processing impairment related to a dysfunction of the magnocellular pathway or to a general deficit related to a multimodal cortical network.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"30 4","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1782","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142019144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction to effects of a visual perception-based occupational therapy programme on reading and motor skills in children with developmental dyslexia: Single blind randomised crossover study design 校正基于视觉感知的职业治疗计划对发育性阅读障碍儿童阅读和运动技能的影响：单盲随机交叉研究设计。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-08-20 DOI: 10.1002/dys.1785

Barkın Köse, Ege Temizkan, Sedef Şahin, Koray Kara, Mine Uyanık

{"title":"Correction to effects of a visual perception-based occupational therapy programme on reading and motor skills in children with developmental dyslexia: Single blind randomised crossover study design","authors":"Barkın Köse, Ege Temizkan, Sedef Şahin, Koray Kara, Mine Uyanık","doi":"10.1002/dys.1785","DOIUrl":"10.1002/dys.1785","url":null,"abstract":"<p>This study aimed to examine the effects of a visual praxis-based occupational therapy (VPOT) programme on reading and motor skills for children with developmental dyslexia (DD). Forty-two children were included in the study. Additionally, before VPOT, the Reading-Aloud and Reading-Comprehension Test 2 (ORSRC-2) and the Bruininks-Oseretsky Motor-Proficiency-Test-2-Brief Form (BOT2-BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC-2 results were examined, VPOT was found to be an effective programme for improving reading skills. Additionally, when the final BOT2-BF results were examined, VPOT was determined to be effective in improving motor skills (<i>p</i> < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT programme to solve problems in the physical and learning activities of children with DD.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"30 4","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1785","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0