Department of Special Needs Education and Statped (National Service for Special Needs Education), University of Oslo, Oslo, Norway.
Department of Special Needs Education, University of Oslo, Oslo, Norway.
Ann Dyslexia. 2021 Oct;71(3):373-398. doi: 10.1007/s11881-021-00225-1. Epub 2021 Apr 30.
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.
本研究评估了一项干预措施的效果，该干预措施旨在将发音意识作为解码和拼写的工具。样本包括 11 名严重阅读障碍（假词得分低于平均值 2 个标准差）的学生，干预计划包括 8 周内的 32 个单独课程。该研究采用了多个基线/探针设计，有 5 个基线测试对应于对照条件，8 个测试在干预期间进行，5 个测试在干预后进行。平均而言，所有阅读和拼写结果都显示出显著的改善。然而，在一个不相关的控制任务（钉板测试）上也有显著的效果，这可能表明测试对因变量的影响，使得很难从研究中得出确凿的结论。因此，建议在严重阅读障碍儿童的随机试验中测试该干预措施，以更确定地得出该干预措施对该组的疗效的结论。
