An Application Study of RTI for Identifying Students with Dyslexia - Focused on the Reading Fluency Program -

Kim, Dong-Il; Kim, Heeju; Yeji, An，; jin, Ahn sung; Lim, Heejin; Hwang, Jiyung

doi:10.17286/kjep.2017.31.2.03

Cited by 2 publications

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“…This reveals that this treatment program can help children with RD to read more accurately and fluently at both word and paragraph levels. In addition, the improvement in the results of the Nonword Repetition test, the Letter–Sound Matching test, and the RAN tests suggest that phonological awareness ability, grapheme correspondence ability, and fluency were also improved after the treatment, which is consistent with the results of previous studies [ 18 , 19 ]. To determine the relationship between reading achievement and phonological awareness ability, an additional correlation analysis was conducted by calculating the differences between the pre- and post-test for each subtest.…”

Section: Discussionsupporting

confidence: 90%

“…Third, we conducted an objective evaluation of phonological awareness and number sense, which are core causes of RD and MD, and found that improvements in reading and math achievement were related to improvements in core neurocognitive deficits. Fourth, we provided programs for an average of 23 months for RD and 18 months for MD, which were longer than in other Korean studies [ 18 , 20 ]. This verified the treatment effect over a relatively long period.…”

Section: Discussionmentioning

confidence: 99%

“…Studies on SLD treatments have been conducted worldwide. Previous studies that focused on phonological awareness training for children with RD revealed improvements in word recognition and reading fluency after the treatments [ 18 , 19 ]. Moreover, when treatments focused on number sense training for students with MD or math underachievers, number sense fluency and basic arithmetic performance improved [ 10 , 20 ].…”

Section: Introductionmentioning

confidence: 99%

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Efficacy of Learning Disorder Treatment for Reading or Mathematics Disorders: An Open Study

Lee,

Song,

Kim

et al. 2024

J Korean Acad Child Adolesc Psychiatry

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Objectives This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were developed to improve phonological awareness and number sense among children and adolescents with RD or MD, respectively, and the effectiveness of the learning disorder treatment programs were evaluated. Methods We used standardized, objective diagnostic, and evaluation tools not only to recruit participants with RD, MD, or comorbid attention deficit and hyperactivity disorder, but also to assess the effectiveness of the treatments regarding both improved core neurocognitive deficits of RD or MD and academic achievement. Forty children with RD or MD received one-on-one treatments from therapists. Results In the RD group, treatment effects were observed in all subtests. In the word and paragraph reading tests, the accuracy rates and fluency improved. The results of the phonological working memory test, word–sound correspondence test, and rapid automatic naming tests also improved. In the MD group, the accuracy rate and fluency on the arithmetic test improved. An increase in the accuracy rate in the size and distance comparison tests and a decrease in the error rate in the estimation test were also observed. However, there were no improvements in reaction time in these subtests. Conclusion Learning disorder treatment programs that focus on improving phonological awareness or number sense in children with RD or MD improved achievement, phonological awareness, and number sense.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Efficacy of Learning Disorder Treatment for Reading or Mathematics Disorders: An Open Study

Lee,

Song,

Kim

et al. 2024

J Korean Acad Child Adolesc Psychiatry

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Identifying Developmental Dyslexia in 9 Korean Elementary School Students at Risk for Dyslexia

Lee¹,

Kim

2020

Commun Sci Disord

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The purpose of this case profile study is to discuss the diagnosis model of dyslexia, the characteristics of comorbidity, and how the results of various reading-related measurements can be linked to interpret the diagnosis. Methods: Nine elementary school students with suspected dyslexia (N= 9) were diagnosed through existing diagnostic models the differences between the models were examined. The results of the dyslexic diagnosis, along with comorbidities were analyzed using corresponding analysis. Finally, profile analyses of the reading-related variables were conducted for the dyslexic group classified through the corresponding analysis. Results: As a result of the first section of this analysis, the criteria for diagnosing dyslexia differed in the three diagnostic models, so the nine suspected dyslexics were classified differently depending on the diagnostic model. As a result of the second portion of this analysis, it was possible to classify the dyslexic group according to comorbidities such as DLD, ADHD, SSD, TOT. And the result of the third section of this analysis showed that decoding, reading comprehension, reading fluency, and listening comprehension, which are classified as key tests for diagnosing dyslexia, affected the classification of dyslexia according to comorbidity or reading ability. However, the key results differentiated by this classification were not relevant to the reading ability test (phonological awareness, phonological memory, phonological processing ability, writing). Conclusion: In this study, diagnosis models and evaluation plans for dyslexia were presented in a language development approach in consideration of the aspect of language development from the perspective of speech-language therapy.

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An Application Study of RTI for Identifying Students with Dyslexia - Focused on the Reading Fluency Program -

Cited by 2 publications

References 0 publications

Efficacy of Learning Disorder Treatment for Reading or Mathematics Disorders: An Open Study

Efficacy of Learning Disorder Treatment for Reading or Mathematics Disorders: An Open Study

Identifying Developmental Dyslexia in 9 Korean Elementary School Students at Risk for Dyslexia

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