Speech therapy to overcome dyslexia in primary schoolers.
Journal
Scientific reports
ISSN: 2045-2322
Titre abrégé: Sci Rep
Pays: England
ID NLM: 101563288
Informations de publication
Date de publication:
22 03 2023
22 03 2023
Historique:
received:
05
10
2022
accepted:
15
03
2023
entrez:
23
3
2023
pubmed:
24
3
2023
medline:
25
3
2023
Statut:
epublish
Résumé
This research was aimed to investigate changes in the reading technique and in terms of its semantic charge in primary schoolers diagnosed with dyslexia, which occur as a result of the integrated use of speech therapy techniques. The study was performed between 2016 and 2019 in 6 schools of Moscow and Almaty. It enrolled 194 and 200 children, respectively, who were examined with form I to III inclusive. The study revealed that 13% of children had reading speed disorders; they were constituted group 1. Another 11% had reading comprehension disorders; they constituted group 2. In group 1, by form III, the number of reading repetitions increased twofold. In group 2, the number of children, who read in words and phrases, increased by half; in group 1, it doubled. This research showed clear progress in children with technical dyslexia vs. those with semantic dyslexia. Based on the results, it is possible to develop a methodology for speech therapy techniques that can be suitable not only for speech therapists, but also for primary school teachers, as well as for parents of dyslectic children.
Identifiants
pubmed: 36949067
doi: 10.1038/s41598-023-31631-7
pii: 10.1038/s41598-023-31631-7
pmc: PMC10033923
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
4686Informations de copyright
© 2023. The Author(s).
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