{"title":"针对 CDKL-5 综合症病例的语音意识和阅读干预计划。","authors":"Laura Carretero Miranda, Begoña Zubiauz de Pedro","doi":"10.1016/j.rlfa.2024.100489","DOIUrl":null,"url":null,"abstract":"<div><h3>Purpose</h3><p>The purpose of this case study, is to test out the effectiveness of an intervention program in phonological awareness (LOLE Program) to improve reading skills in a 13-year-old adolescent with CDKL-5 syndrome.</p></div><div><h3>Method and data analysis</h3><p>A pre-post test design was used that incorporates the dynamic assessment and the phonemic awareness (LOLEVA) and word reading (PROLEC-R) assessment.</p></div><div><h3>Results</h3><p>The results show an increase in syllabic and phonemic awareness skills, and a progressive acquisition of task resolution strategies, evidenced by the decrease in requested help. This improvement does not translate into greater non-word reading.</p></div><div><h3>Discussion and conclusions</h3><p>In cases of severe functional diversity, learning to read requires a multisensory intervention, which does not mean that phonological awareness instruction, especially if it is offered before the explicit teaching of written language, it can help learning for these people.</p></div>","PeriodicalId":56174,"journal":{"name":"Revista de Logopedia, Foniatria y Audiologia","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0214460324000627/pdfft?md5=0204b3f2606e64e6f71a2703e53b081b&pid=1-s2.0-S0214460324000627-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Programa de intervención en conciencia fonológica y lectura en un caso de síndrome de CDKL-5\",\"authors\":\"Laura Carretero Miranda, Begoña Zubiauz de Pedro\",\"doi\":\"10.1016/j.rlfa.2024.100489\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Purpose</h3><p>The purpose of this case study, is to test out the effectiveness of an intervention program in phonological awareness (LOLE Program) to improve reading skills in a 13-year-old adolescent with CDKL-5 syndrome.</p></div><div><h3>Method and data analysis</h3><p>A pre-post test design was used that incorporates the dynamic assessment and the phonemic awareness (LOLEVA) and word reading (PROLEC-R) assessment.</p></div><div><h3>Results</h3><p>The results show an increase in syllabic and phonemic awareness skills, and a progressive acquisition of task resolution strategies, evidenced by the decrease in requested help. This improvement does not translate into greater non-word reading.</p></div><div><h3>Discussion and conclusions</h3><p>In cases of severe functional diversity, learning to read requires a multisensory intervention, which does not mean that phonological awareness instruction, especially if it is offered before the explicit teaching of written language, it can help learning for these people.</p></div>\",\"PeriodicalId\":56174,\"journal\":{\"name\":\"Revista de Logopedia, Foniatria y Audiologia\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S0214460324000627/pdfft?md5=0204b3f2606e64e6f71a2703e53b081b&pid=1-s2.0-S0214460324000627-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Revista de Logopedia, Foniatria y Audiologia\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0214460324000627\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Nursing\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista de Logopedia, Foniatria y Audiologia","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0214460324000627","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Nursing","Score":null,"Total":0}
Programa de intervención en conciencia fonológica y lectura en un caso de síndrome de CDKL-5
Purpose
The purpose of this case study, is to test out the effectiveness of an intervention program in phonological awareness (LOLE Program) to improve reading skills in a 13-year-old adolescent with CDKL-5 syndrome.
Method and data analysis
A pre-post test design was used that incorporates the dynamic assessment and the phonemic awareness (LOLEVA) and word reading (PROLEC-R) assessment.
Results
The results show an increase in syllabic and phonemic awareness skills, and a progressive acquisition of task resolution strategies, evidenced by the decrease in requested help. This improvement does not translate into greater non-word reading.
Discussion and conclusions
In cases of severe functional diversity, learning to read requires a multisensory intervention, which does not mean that phonological awareness instruction, especially if it is offered before the explicit teaching of written language, it can help learning for these people.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
