Department of Psychology, City, University of London, London, United Kingdom.
Department of Organizational Psychology, School of Management, Birkbeck, University of London, United Kingdom.
PLoS One. 2019 Aug 22;14(8):e0199408. doi: 10.1371/journal.pone.0199408. eCollection 2019.
Although dyslexia affects 5-8% of the workforce this developmental disorder has not been sufficiently researched in adult populations. Yet a diagnosis confers legal protections as employers must provide disability 'accommodations' to assist work functioning and performance. The implementation of such accommodations, including coaching, lacks theoretical framing and evaluations of impact in practice. Recognizing a need for conceptual work, we undertook a narrative, systematic scoping review from a realist pragmatic epistemology, taking an iterative approach to define and address the review question: 'to what extent, and under what conditions, can face-to-face learning interventions improve Working Memory (WM) and Self-Efficacy (SE) and can these lead to functional improvements related to work performance?' Informed by expert and stakeholder consultation and user data, our review extracted and synthesized 25 studies from eleven countries to identify potentially applicable learning intervention theories, their effects upon WM and SE but also functional outcomes such as comprehension. We suggest that intervention protocols informed by Social Cognitive Learning Theory can improve SE, as would be expected, and more surprisingly also WM. The development of metacognition, stress management and fidelity to Goal Setting Theory were identified as valuable intervention features. We propose that coaching activities may provide a more contextualized environment for transfer of learning from WM to functional skills such as comprehension, when compared to computerized training interventions. We call for theoretically underpinned, primary studies to evaluate interventions with adult dyslexic populations to further our understanding of disability accommodations.
尽管阅读障碍影响了 5-8%的劳动力，但这种发育障碍在成年人群中尚未得到充分研究。然而，一旦被诊断出患有阅读障碍，雇主就必须提供残疾“适应措施”来帮助工作，从而赋予其法律保护。这些适应措施的实施，包括辅导，缺乏理论框架，也没有在实践中评估其影响。认识到需要进行概念性工作，我们从现实主义实用主义认识论出发，进行了叙述性、系统的范围综述，采用迭代方法来定义和解决审查问题：“面对面学习干预在何种程度和条件下可以提高工作记忆 (WM) 和自我效能感 (SE)，并且这些是否可以带来与工作绩效相关的功能改善？”在专家和利益相关者咨询以及用户数据的指导下，我们的综述从 11 个国家中提取并综合了 25 项研究，以确定潜在适用的学习干预理论、它们对 WM 和 SE 的影响，以及对理解等功能结果的影响。我们认为，社会认知学习理论指导的干预方案可以提高自我效能感，这是意料之中的，更令人惊讶的是，还可以提高工作记忆。元认知、压力管理和目标设定理论的保真度的发展被确定为有价值的干预特征。我们提出，与计算机化培训干预相比，辅导活动可能为从工作记忆到理解等功能技能的学习迁移提供了更具上下文的环境。我们呼吁进行理论支撑的、针对成年阅读障碍人群的干预研究，以进一步了解残疾适应措施。
