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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...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2021
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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 |
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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 |
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