School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, WA, Australia.
School of Psychology, Curtin University, Perth, WA, Australia.
Int J Lang Commun Disord. 2019 Mar;54(2):189-202. doi: 10.1111/1460-6984.12388. Epub 2018 Apr 24.
Fluent word reading is a key characteristic of skilled reading, yet most children with reading disorders have impaired word-reading skills. Previous research has demonstrated that multi-component interventions targeting phonemic awareness and the alphabetic principle are effective for children with reading disorders. However, about 25% of children fail to respond to these interventions. While it has been difficult to isolate the active ingredient, the findings of some studies suggest that tasks targeting phonological recoding and orthographic processing are essential elements in improving decoding.
To develop and evaluate an intervention that specifically targets phonological recoding and orthographic processing (a decoding intervention) for children with persistent word-reading impairment.
METHODS & PROCEDURES: A single-subject crossover design with multiple treatments was used to examine the efficacy of the decoding intervention (15 × 20-min sessions) compared with a language intervention that controlled for individual therapy time. Eight children (aged 7:6-8:11 years) with persistent word-reading impairment were randomly assigned to one of two intervention sequences. The effect of the decoding intervention was evaluated by (1) changes in decoding accuracy measured by performance on researcher-developed non-word lists; and (2) generalization to other standardized measures of reading.
OUTCOMES & RESULTS: The results showed that all participants demonstrated significant gains in non-word reading on researcher-developed non-word lists and standardized measures of non-word-reading accuracy and efficiency. Trends for improvement on standardized measures of word-reading efficiency, text-reading accuracy and reading comprehension were observed.
CONCLUSIONS & IMPLICATIONS: This decoding intervention significantly improved non-word decoding skills in all participants who had not responded to previous reading interventions. As such, it may be an efficient adjunct to the first stage of reading interventions for this population. The relative lack of generalization to other word-reading skills may have been due to the nature of the outcome measures, the short intervention time and/or additional delays in participant orthographic processing skills.
流畅的单词阅读是熟练阅读的一个关键特征，但大多数阅读障碍儿童的单词阅读技能都受损。先前的研究表明，针对语音意识和字母原则的多成分干预措施对阅读障碍儿童有效。然而，大约 25%的儿童对这些干预措施没有反应。虽然很难分离出有效成分，但一些研究的结果表明，针对语音编码和正字法处理的任务是提高解码能力的重要组成部分。
为有持续阅读障碍的儿童开发和评估一种专门针对语音编码和正字法处理的干预措施（解码干预）。
采用单被试交叉设计和多种治疗方法，比较解码干预（15 次 20 分钟的治疗）与控制个体治疗时间的语言干预的疗效。8 名（年龄 7:6-8:11 岁）有持续阅读障碍的儿童被随机分配到两种干预顺序中的一种。通过（1）在研究者开发的非单词列表上的表现测量解码准确性的变化；和（2）对其他标准化阅读测量的泛化，来评估解码干预的效果。
所有参与者在研究者开发的非单词列表和标准化的非单词阅读准确性和效率测量上的非单词阅读准确性都有显著提高。在标准化的单词阅读效率、文本阅读准确性和阅读理解测量上也观察到了改善的趋势。
这项解码干预显著提高了所有对以前阅读干预没有反应的参与者的非单词解码技能。因此，它可能是针对该人群阅读干预第一阶段的有效辅助手段。缺乏对其他单词阅读技能的泛化可能是由于结果测量的性质、干预时间短以及/或参与者正字法处理技能的额外延迟。
