学习障碍治疗阅读或数学障碍的有效性:一项开放研究
Hyunju Lee1, Inhye Song2, Woo Young Kim1
1Seoul Brain Research Institute, Seoul, Korea.
概括
针对阅读障碍 (RD) 和数学障碍 (MD) 的儿童的有针对性的治疗计划显著改善了两组儿童的语音意识,数字感和学业成绩.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
- 神经科学是一个神经科学.
背景情况:
- 阅读障碍 (RD) 和数学障碍 (MD) 是影响学业成功的常见神经发育状况.
- 早期识别和干预对于减轻这些学习障碍的长期影响至关重要.
- 语音意识和数字感觉是对阅读和数学分别至关重要的基础认知技能.
研究的目的:
- 评估结构化治疗计划的有效性,旨在提高RD儿童的语音意识.
- 评估旨在改善MD儿童数值感的干预措施的有效性.
- 确定这些向治疗对核心神经认知缺陷和学业成绩的影响.
主要方法:
- 使用标准化工具招募了被诊断为RD,MD或并发性注意力缺陷多动障碍 (ADHD) 的参与者.
- 40名儿童接受了针对其特定学习障碍的密集一对一治疗课程.
- 使用客观的诊断和评估工具来评估认知技能和学业成就来衡量治疗的有效性.
主要成果:
- 患有RD的儿童在阅读准确性,流性,语音工作记忆,词音对应性和快速命名方面表现出显著的改善.
- 患有MD的儿童表现出更高的算术精度和流性,在尺寸和距离比较方面表现更好,估计错误减少.
- 在MD组的子测试中,没有观察到反应时间的显著改善.
结论:
- 专注于语音意识的结构化治疗计划有效地改善了阅读障碍儿童的结果.
- 针对数字感的干预措施对数学障碍儿童的数学能力产生了积极的影响.
- 这些发现强调了专门的,基于技能的干预措施对于解决儿童学习障碍的重要性.
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