Department of Occupational Therapy, University of Health Sciences, Faculty of Gülhane Health Sciences, Ankara, Turkey.
Department of Occupational Therapy, Hacettepe University, Faculty of Health Sciences, Ankara, Turkey.
Dyslexia. 2024 Nov;30(4):e1785. doi: 10.1002/dys.1785.
This study aimed to examine the effects of a visual praxis-based occupational therapy (VPOT) programme 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 programme 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 programme 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职业治疗（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，还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）。根据研究设计，A 组每周进行两次 VPOT，持续 8 周。在此期间，B 组被视为对照组。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，并对 B 组进行 VPOT。8 周后，再次对两组进行评估测试。当最终的 ORSRC-2 结果被检查时，发现 VPOT 是一种有效的提高阅读技能的方案。此外，当最终的 BOT2-BF 结果被检查时，VPOT 被确定在提高运动技能方面有效（p<0.05）。我们认为，开展像 VPOT 这样的综合研究对于解决 DD 儿童在身体和学习活动中的问题非常重要。
