The Effectiveness of a Program Designed for Speed of Naming Letters in Third Grade Elementary School Children with Dyslexia
AimRapid naming is one of the components of phonological processing that have been studied in dyslexic children. Most of the dyslexic children have difficulties in rapid naming of visual stimulus, especially stimulants which require fast access and retrieval sequence of verbal numeric labels. The purpose of this study was to evaluate the effectiveness of programs designed to increase rapid naming of letters in third grade elementary students with dyslexia.
MethodsThis study was an interventional study with pretest-posttest and a control group. Eighteen third grade dyslexic students participated in this study. Before and after the intervention, rapid naming test were conducted. Participants were divided randomly into two groups. The experimental group participated in 10 sessions of therapy. To compare the clinical efficacy, the data obtained were analyzed with independent t-test, paired t in SPSS 19 and effect size.
ResultsData analysis showed that rapid naming of letters increased in both groups with different effect size, such that the training group went from 44.11 before the intervention to 26 and the control group went from 49.11 to 44.77. The speed of naming between the two groups after treatment showed a significant difference (p <0.05).
ConclusionThe results of statistical analysis showed that the mean rapid naming letters are significantly different in the two groups after the intervention. Given the size of the effect in the experimental group than the control group, it can be concluded that the program designed, improved speed of naming skills in dyslexic students.
Journal of Speech-Language & Communication Disorders, Volume:4 Issue: 1, 2015
26 to 32
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