Department of Occupational Therapy, Faculty of Gülhane Health Sciences, University of Health Sciences Turkey, Ankara, Turkey.
Department of Occupational Therapy, Faculty of Health Sciences, Hacettepe University, Ankara, Turkey.
Dyslexia. 2024 Aug;30(3):e1773. doi: 10.1002/dys.1773.
This study aimed to examine the effects of a visual praxis-based occupational therapy (VPOT) program on reading and motor skills for children with developmental dyslexia (DD). Forty-two children were included in the study. Additionally, before VPOT, the Reading-Aloud and Reading-Comprehension Test 2 (ORSRC-2) and the Bruininks-Oseretsky Motor-Proficiency-Test-2-Brief Form (BOT2-BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC-2 results were examined, VPOT was found to be an effective program for improving reading skills. Additionally, when the final BOT2-BF results were examined, VPOT was determined to be effective in improving motor skills (p < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT program to solve problems in the physical and learning activities of children with DD.
本研究旨在探讨基于视觉动作的作业治疗（VPOT）方案对发育性阅读障碍（DD）儿童阅读和运动技能的影响。共有 42 名儿童参与了这项研究。此外，在进行 VPOT 之前，对参与者进行了朗读和阅读理解测试 2（ORSRC-2）和布鲁因克斯-奥塞尔斯基运动能力测试-2 简短形式（BOT2-BF）的测试。根据研究设计，每周对 A 组进行两次 VPOT，共 8 周。在此期间，B 组作为对照组。8 周结束后，对两组进行评估测试。然后，A 组被定义为对照组，B 组为干预组，对 B 组进行 VPOT。8 周结束后，对两组进行第三次评估测试。当最终的 ORSRC-2 结果进行检查时，发现 VPOT 是提高阅读技能的有效方案。此外，当最终的 BOT2-BF 结果进行检查时，发现 VPOT 对提高运动技能有效（p<0.05）。我们认为，开展 VPOT 等综合研究对于解决 DD 儿童的身体和学习活动问题非常重要。
