آموزش مهارت هاي واجي براي مبتلايان به ديسلكسيا

COMPUTER-BASED PHONOLOGICAL SKILLS TRAINING FOR DYSLEXIA

BLYTHE 39 Australian Journal of Education and Developmental Psychology Vol. 6, 2006, pp 39-49
Brief Report
Computer-based phonological skills training for primary students with mild to moderate dyslexia – a pilot study.
John M. Blythe1
University of New South Wales

ABSTRACT

This pilot study investigated the efficacy of Phonics Alive 2: The Sound Blender, a computer-based phonological skills training program, delivered with both at-home and at-school components over a 10-week period, as a potential treatment of phonological dyslexia. Participants were 20 dyslexic primary students with an average delay of 13 months on a word reading task; 11 months on a reading comprehension task, and 25 months on a pseudoword decoding task. Results indicated significant main and interaction effects for the treatment group, particularly on reading comprehension and pseudoword decoding measures. Discussion of results includes the potential advantages of computer-based treatment programs which involve the home and the school in cooperative ways.

متن كامل نشريات مرتبط

آدرس اينترنتي متن كامل نشريات در قسمت لينك به ساير سايت هاي مرتبط در وبلاگ گروه گفتار درماني استان فارس اضافه شد

از همكاران محترم علاقه مند دعوت مي شود به نشاني مشخص شده مراجعه فرمايند و ضمن مطالعه مطالب سايرنشريات ازشماره هاي پي در پي دو نشريه تعليم و تربيت استثنائي و پژوهش در حيطه كودكان استثنائي كه مطالب مرتبط زيادي با رشته گفتار درماني در آن ها درج مي شود ؛ استفاده فرمايند

همچنين سايتي با عنوان وبگاه توان بخشي ايران به لينك اضافه شده است كه حاوي مطالب قابل استفاده اي مي باشد

كماكان منتظر پيشنهادات شما عزيزان هستيم . موفق باشيد

كاهش شدت لكنت زبان

REDUCE STAMMERING SEVERITY

TO DETERMINE WHETHER A SMALL PORTABLE INSTRUMENT COULD BE USED WITH SPEECH THERAPY TO REDUCE STAMMERING SEVERITY, AN ELECTRONIC SOUNDMAKING DEVICE WAS DEVELOPED. INDIVIDUALLY FITTED WITH MOLDED EARPLUGS, THE DEVICE WAS SIMILAR TO A HEARING AID BUT PRODUCED A CONSTANT TONE OF SUFFICIENT VOLUME TO INTERRUPT AUDITORY FEEDBACK DURING SPEECH AND THEREBY TO REDUCE THE CIRCULARITY OF NONFLUENCY. TO TEST THE DEVICE, SUBJECTS WERE SELECTED FROM GRADE SCHOOL, HIGH SCHOOL, AND COLLEGE. HALF OF THE SUBJECTS RECEIVED BIWEEKLY 1-HOUR SPEECH THERAPY FOR 6 MONTHS WITH THE USE OF THE AID. THE REMAINING SERVED AS CONTROLS AND RECEIVED NO THERAPY. EACH OF THE 24 SUBJECTS WAS PRE- AND POSTTESTED WITH (1) FOUR SUBSCALES OF THE WECHSLER ADULT INTELLIGENCE SCALE OR THE SAME SUBSCALES OF THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN, WHICHEVER WERE AGE APPROPRIATE, (2) THE IOWA SCALE OF SEVERITY, AND (3) THE GRAY ORAL READING TEST (EVALUATED IN TERMS OF TIME IN SECONDS TAKEN TO READ THE ASSIGNED PARAGRAPHS). PRETESTS INDICATED NO STATISTICALLY SIGNIFICANT DIFFERENCES BETWEEN THE TWO GROUPS ON AGE, INTELLIGENCE, OR THE GRAY TEST AND IOWA SCALE. ALSO, POSTTESTS INDICATED THAT THE GRAY TEST WAS NOT SIGNIFICANT BETWEEN THE TWO GROUPS IN PRE- AND POSTTRAINING ASSESSMENT. THE RATINGS ON THE IOWA SCALE, HOWEVER, INDICATED SIGNIFICANT IMPROVEMENT IN THE EXPERIMENTAL GROUP (BEYOND THE .05 LEVEL) AS COMPARED TO THE CONTROL GROUP. IN ADDITION, THE THERAPIST JUDGED 10 OF THE EXPERIMENTAL SUBJECTS AS IMPROVED, AND THE SUBJECTS THEMSELVES CONSIDERED THE DEVICE HELPFUL. FURTHER RESEARCH IS URGED, AND A SCHEMATIC DRAWING OF THE AID IS INCLUDED. A TABLE PRESENTS DATA, AND A BIBLIOGRAPHY LISTS 12 ITEMS. (GD)