Effects of a Phonological Reading and Writing Remediation Program in Students with Dyslexia: Intervention for Specific Learning Disabilities

Abstract

Objective: To determine the effects of a phonological remediation reading and writing program in individuals with dyslexia, through behavioral and objective evaluations. Patients and Methods: Twenty children diagnosed with dyslexia, aged 8–14 years, were included in this study. Group I (GI) was composed of 10 children who took part in the program, and group II (GII) consisted of 10 subjects who did not take the remediation. The pre-testing evaluated phonological awareness, rapid naming, working memory, reading and writing of words and nonwords, thematic writing, and auditory evoked potential – P300. The type of stimulus used was the speech (20% of rare stimulus and 80% of frequent stimulus), intensity of 80 dBNa. The rare stimulus was the syllable /da/, and the frequent stimulus was the syllable /ba/. Next, the Phonological Reading and Writing Remediation Program was applied in 24 cumulative sessions, twice a week, each with a duration of 30 min. In the post-testing (at the end of the program), all the tests of the pre-testing were reapplied. Results: There was a statistically significant difference (between pre- and post-testing) in phonological awareness, rapid naming, working memory, thematic writing, writing and reading words and nonwords, as well as in the latency of the P3 component of P300 in GI, while GII maintained the same difficulties. Conclusion: The phonological remediation program showed to be a therapeutic method of fast beneficial effects in written language of individuals with dyslexia. However, the wide age range and the size of the sample could be considered a limitation of this study – it interferes with the generalization of results.

Investigation of the Influence of Phonological Awareness Intervention and Transcranial Direct Current Stimulation on the Enhancement of Rapid Automatized Naming and Verbal Short Term Memory in Developmental Dyslexia: A Randomized Controlled Trial

“…Therefore, it is speculated that due to the common phonologal base de cit between these abilities (PA, VSTM and RAN), intervention of one of them will transfer improvement to the others. The results of our trial are in line with other studies that have shown that with the PA intervention, improved RAN and VSTM (10,17,19,20). The rst study on the in uence of PA training on improving verbal WM was conducted by Gillam and van Kleeck (9).…”

“…They concluded that PA and RAN training affect sub-lexical spelling (decoding) and reading speed, respectively and are independent abilities (12). Evidence shows that although RAN, VSTM and PA are independent, phonological training enhances RAN (10,(16)(17)(18) and VSTM (19)(20)(21). In one study, children who received RAN intervention did not show improvement in RAN (22) and since PA tasks also involve VSTM, PA intervention results in VSTM enhancement (21).…”

Effectiveness of spelling treatment approaches for learners with dyslexia – A meta-analysis and systematic review

“…https://osf.io/8r6zf/ (Schmalz, 2018). Unfortunately, we could not find an appropriate database for Brazilian Portuguese, therefore we could not calculate onset entropy for Ferraz et al (2018).…”

“…The moderator analysis showed that NRCTs or cRCTS found a higher mean effect size (g' = 0.70, 95% CI [0.26 -1.14]) than RCTs (g' = 0.53, 95% CI [0.36 -0.70]), but this difference did not reach statistical significance (p = 0.510). Five studies used non-standardized tests to evaluate at least one of the outcome measures (Arnbak & Elbro, 2000;Ferraz et al, 2018;Gustafson et al, 2007;Kast et al, 2007;Oakland et al, 1998). Analyses showed a higher mean effect size for standardized tests (g' = 0.62, 95% CI [0.42 -0.82]) than for nonstandardized measures (g' =0.29, 95% CI [-0.00 -0.58]), but again no significant difference (p = .072).…”

Effects of working memory intervention on students with reading comprehension difficulties

“…Literature points out different ways to work with children with reading and writing difficulties, among which these can be mentioned: training phonological awareness ability [10][11][12] , used especially in children with reading difficulty by phonological route (literacy process); working with various linguistic aspects, such as vocabulary and/or listening comprehension 12,13 ; training based on producing narratives/sharing story reading 1,13,14 ; and, training working memory (WM) ability [13][14][15] .…”