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Efficacy of a visuomotor‐based intervention for children with reading and spelling disabilities: a pilot study
Author(s) -
Layes Smail,
Chouchani Mohamed Salah,
Mecheri Soulef,
Lalonde Robert,
Rebaï Mohamed
Publication year - 2019
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12278
Subject(s) - spelling , dictation , psychology , intervention (counseling) , dyslexia , literacy , reading (process) , learning disability , arabic , developmental psychology , reading comprehension , phonological awareness , linguistics , computer science , pedagogy , speech recognition , philosophy , psychiatry
We predicted that Arabic‐speaking children with specific learning disabilities in reading (dyslexia) and spelling (in writing) benefit from a visuomotor‐based intervention programme for the development of letter knowledge and the improvement of word and pseudo‐word decoding as well as spelling (dictation). It was predicted that the mediation of visuomotor training should be effective since the characteristics of Arabic script require such high‐level functioning for the development of literacy skills. Participants ( n = 20) were randomly divided in two groups, an experimental group ( n = 10; mean age =125.50 months ± 3.24) and a control group ( n = 10; mean age = 124.10 months ± 3.31). Results revealed that the post‐intervention measures were better achieved in the experimental group than pre‐intervention ones, which confirms the efficacy of this visuomotor intervention programme.