عنوان مقاله :
Implicit Stimulation in Visual Hemisphere-Specific According to Bakker’s Balance Model on Reading and Writing in Linguistic Developmental Dyslexia: Case Study
عنوان به زبان ديگر :
فاقد عنوان
پديد آورندگان :
Pourmohamadreza-Tajrishi، Masoume Department of Psychology and Education of Exceptional Children - University of Social Welfare and Rehabilitation Sciences, Tehran, Iran , Pahlavan Neshan، sahar Department of Educational Psychology - University of Shahid Beheshti, Tehran, Iran, (Corresponding author) , Tahereh Najafi، Fard Department of Psychology and Exceptional Children Education - University of Allameh Tabatabaee, Tehran, Iran
كليدواژه :
Spelling , Developmental dyslexia , Visual hemisphere-specific , Reading
چكيده لاتين :
Individuals with developmental dyslexia have difficulties with accurate and fluent word recognition and spelling. Hemisphere alluding stimulation (HAS) is one of the neuropsychological techniques to stimulate cerebral hemispheres through visual vessel, by word selection with various size and font. It increases the perceptual traits of text and balance reading speed by stimulating the right hemisphere. The aim was to investigate the efficacy of implicit stimulation in visual hemisphere-specific according to Bakker’s Balance Model on reading and spelling in two students with linguistic developmental dyslexia. In a single-subject design, two female students (mean age = 9.35 years) were in convenience selected from 3rd grade in elementary school..e . They diagnosed as having linguistic developmental dyslexia, evaluated Wechsler Intelligence Scale for Children (WISC-IV), and answered to the Diagnostic Reading Disorder Test (DRDT) and the Writing Disorder Test (WDT). One student considered as a case subject and the other one as a control. The case received implicit stimulation in visual hemisphere-specific for 16 sessions (twice a week), but control did not. After the intervention and 3 months later, the subjects answered to DRDT and WDT again. s . The results of visual analysis in combination with non-overlap methods were used to calculate the effect size. Findings showed the intervention has increased the reading fluency (effect size =90.74%), reading comprehension (effect size=69.11%), reading speed (effect size=200%), and spelling mistakes (effect size=62.5%) of the case subject. The efficacy of implicit stimulation in cerebral hemisphere significantly (p<0.01 ), even 3 months later. We conclude that the implicit stimulation in visual hemisphere-specific is probably an effective method for improving the function of reading and spelling in people with linguistic developmental dyslexia.
عنوان نشريه :
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