Omar Rokiah, Mazuwir Muhammad Hafizuddin, Majumder Chiranjib
Optometry and Vision Science Program, Research Community Health Centre, Faculty of Health Sciences, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia.
Med Hypothesis Discov Innov Ophthalmol. 2023 Mar 2;11(4):179-188. doi: 10.51329/mehdiophthal1462. eCollection 2022 Winter.
Dyslexia is a learning disability associated with reading difficulties in children. Due to the potential of poor school outcomes interventions have been employed to help students with dyslexia read. This study was aimed at identifying the sustainability of the effect of combined Visual Tracking Magnifier (VTM) and Ministry of Education (MOE) interventions and MOE intervention alone on the reading performance of school children with dyslexia after discontinuation of intervention.
This prospective, interventional study was conducted on primary school children with dyslexia aged 8 - 11 years. The participants underwent comprehensive ophthalmic and optometric examinations and were categorized into groups A, B, and C, comprising primary school children at level 1 or 2. Groups A and B received combined VTM and MOE interventions for 12 and 24 weeks, respectively, and group C received MOE intervention alone. The reading performance was assessed at baseline and 12, 24, and 36 weeks post-intervention.
Both components of the reading performance improved significantly for school children at both levels in all study groups (all P < 0.05). However, the reading performance improvement was only approximately 28% in group C and 38% - 50% in groups A and B. In group A, students at level 1 showed significantly improved reading speed from baseline to 12 weeks post-VTM intervention and reading rate from baseline to 24 weeks post-VTM intervention (both P < 0.05). Students at level 2 showed significantly improved reading speed and rate from baseline to 12 and 24 weeks post-VTM intervention (all P < 0.05). In group B, students at both levels showed significantly improved reading speed and rate from baseline to 24 and 36 weeks post-VTM intervention (all P < 0.05). Students at level 2 showed significantly improved reading speed 12 weeks after cessation of intervention (at 36 weeks post-VTM intervention) compared to 24 weeks post-VTM intervention (P < 0.05). The improvement remaining stable 12 weeks after discontinuation of intervention indicated a sustained effect.
Combined or individual intervention improved the reading performance of school children with dyslexia at levels 1 and 2. However, combined intervention showed a better reading improvement effect. Improvement in the reading performance was maintained after discontinuation of the VTM intervention. Further interventional studies with a longer study period after discontinuation of this optical intervention are required to confirm the long-term sustainability of its positive effects on the reading performance of school children with dyslexia.
阅读障碍是一种与儿童阅读困难相关的学习障碍。由于存在学业成绩不佳的可能性,已采用干预措施来帮助阅读障碍学生提高阅读能力。本研究旨在确定视觉追踪放大镜(VTM)与教育部(MOE)联合干预以及仅教育部干预对阅读障碍学童阅读表现的影响在干预停止后的可持续性。
这项前瞻性干预研究针对8至11岁的小学阅读障碍儿童开展。参与者接受了全面的眼科和验光检查,并被分为A、B、C三组,每组包含小学一、二年级学生。A组和B组分别接受了12周和24周的VTM与教育部联合干预,C组仅接受教育部干预。在干预前、干预后12周、24周和36周对阅读表现进行评估。
所有研究组中一、二年级的学童阅读表现的两个方面均有显著改善(所有P<0.05)。然而,C组的阅读表现改善仅约28%,A组和B组为38%-50%。在A组中,一年级学生在VTM干预后从基线到12周的阅读速度以及从基线到24周的阅读率均有显著提高(均P<0.05)。二年级学生在VTM干预后从基线到12周和24周的阅读速度和阅读率均有显著提高(所有P<0.05)。在B组中,两个年级的学生在VTM干预后从基线到24周和36周的阅读速度和阅读率均有显著提高(所有P<0.05)。与VTM干预后24周相比,二年级学生在干预停止12周后(VTM干预后36周)阅读速度显著提高(P<0.05)。干预停止12周后改善情况保持稳定表明存在持续效应。
联合干预或单独干预均改善了一、二年级阅读障碍学童的阅读表现。然而,联合干预显示出更好的阅读改善效果。停止VTM干预后阅读表现的改善得以维持。需要在这种光学干预停止后进行更长研究期的进一步干预研究,以确认其对阅读障碍学童阅读表现的积极影响的长期可持续性。