Cargando…

The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study

This study evaluates the effect of an intervention whose aim is to make articulatory consciousness a tool in decoding and spelling. The sample comprises 11 students with severe dyslexia (2 SD below the mean pseudoword scores), and the intervention programme consists of 32 individual sessions over 8...

Descripción completa

Detalles Bibliográficos
Autores principales: Thurmann-Moe, Anne Cathrine, Melby-Lervåg, Monica, Lervåg, Arne
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8458204/
https://www.ncbi.nlm.nih.gov/pubmed/33928516
http://dx.doi.org/10.1007/s11881-021-00225-1
_version_ 1784571263972278272
author Thurmann-Moe, Anne Cathrine
Melby-Lervåg, Monica
Lervåg, Arne
author_facet Thurmann-Moe, Anne Cathrine
Melby-Lervåg, Monica
Lervåg, Arne
author_sort Thurmann-Moe, Anne Cathrine
collection PubMed
description This study evaluates the effect of an intervention whose aim is to make articulatory consciousness a tool in decoding and spelling. The sample comprises 11 students with severe dyslexia (2 SD below the mean pseudoword scores), and the intervention programme consists of 32 individual sessions over 8 weeks. The study applies a multiple baseline/probe design with five baseline tests that correspond to a control condition, eight tests during the intervention and five post-intervention tests. On average, the results show significant improvement in all reading and spelling outcomes. However, there were also significant effects on an irrelevant control task (the pegboard test), perhaps indicating testing effects on the dependent variables, making it difficult to draw firm conclusions from the study. Consequently, testing the intervention in randomised trials of children with severe dyslexia is recommended to draw more firm conclusions about its efficacy for this group. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s11881-021-00225-1.
format Online
Article
Text
id pubmed-8458204
institution National Center for Biotechnology Information
language English
publishDate 2021
publisher Springer US
record_format MEDLINE/PubMed
spelling pubmed-84582042021-10-07 The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study Thurmann-Moe, Anne Cathrine Melby-Lervåg, Monica Lervåg, Arne Ann Dyslexia Article This study evaluates the effect of an intervention whose aim is to make articulatory consciousness a tool in decoding and spelling. The sample comprises 11 students with severe dyslexia (2 SD below the mean pseudoword scores), and the intervention programme consists of 32 individual sessions over 8 weeks. The study applies a multiple baseline/probe design with five baseline tests that correspond to a control condition, eight tests during the intervention and five post-intervention tests. On average, the results show significant improvement in all reading and spelling outcomes. However, there were also significant effects on an irrelevant control task (the pegboard test), perhaps indicating testing effects on the dependent variables, making it difficult to draw firm conclusions from the study. Consequently, testing the intervention in randomised trials of children with severe dyslexia is recommended to draw more firm conclusions about its efficacy for this group. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s11881-021-00225-1. Springer US 2021-04-30 2021 /pmc/articles/PMC8458204/ /pubmed/33928516 http://dx.doi.org/10.1007/s11881-021-00225-1 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Article
Thurmann-Moe, Anne Cathrine
Melby-Lervåg, Monica
Lervåg, Arne
The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study
title The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study
title_full The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study
title_fullStr The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study
title_full_unstemmed The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study
title_short The impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study
title_sort impact of articulatory consciousness training on reading and spelling literacy in students with severe dyslexia: an experimental single case study
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8458204/
https://www.ncbi.nlm.nih.gov/pubmed/33928516
http://dx.doi.org/10.1007/s11881-021-00225-1
work_keys_str_mv AT thurmannmoeannecathrine theimpactofarticulatoryconsciousnesstrainingonreadingandspellingliteracyinstudentswithseveredyslexiaanexperimentalsinglecasestudy
AT melbylervagmonica theimpactofarticulatoryconsciousnesstrainingonreadingandspellingliteracyinstudentswithseveredyslexiaanexperimentalsinglecasestudy
AT lervagarne theimpactofarticulatoryconsciousnesstrainingonreadingandspellingliteracyinstudentswithseveredyslexiaanexperimentalsinglecasestudy
AT thurmannmoeannecathrine impactofarticulatoryconsciousnesstrainingonreadingandspellingliteracyinstudentswithseveredyslexiaanexperimentalsinglecasestudy
AT melbylervagmonica impactofarticulatoryconsciousnesstrainingonreadingandspellingliteracyinstudentswithseveredyslexiaanexperimentalsinglecasestudy
AT lervagarne impactofarticulatoryconsciousnesstrainingonreadingandspellingliteracyinstudentswithseveredyslexiaanexperimentalsinglecasestudy