컴퓨터 기반 음소인식 훈련을 통한 읽기장애 치료 프로그램 개발
Training program for the therapy of dyslexia through the computer based phonological awareness
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This study aims to improve phoneme recognition rate and reading fluency by developing and applying a computer-based phoneme recognition program for children with dyslexia. The newly developed program for dyslexia treatment includes a sweep-tone listening training program which having stimuli of varied frequency and duration, and a speech listening training program providing meaningless syllables, words, and sentences. Therefore, it can be said that this could be a program that has reflected all the advantages of the existing computer-based treatment programs and the programs that train reading through pictures or reading materials. In order to verify the effectiveness, this newly developed program was applied to 10 children with dyslexia who are in the first to third grades of elementary school, twice a week for 6 months, and 40 minutes in each session. We compared the difference between before and after the application of this program by conducting tests of word reading fluency, decoding (meaning words, meaningless words), phoneme recognition (deletion, compounding), and quick naming (numbers, letters) all of which are part of Korean reading test battery. Word reading fluency and decoding (meaning words, meaningless words), phoneme recognition (compounding) scores in all 10 patients, phoneme recognition (deletion) and quick naming (numbers, letters) scores in 8 out of 10 patients were improved before and after treatment, and the difference was statistically significant.
Abstract
This study aims to improve phoneme recognition rate and reading fluency by developing and applying a computer-based phoneme recognition program for children with dyslexia. The newly developed program for dyslexia treatment includes a sweep-tone listening training program which having stimuli of varied frequency and duration, and a speech listening training program providing meaningless syllables, words, and sentences. Therefore, it can be said that this could be a program that has reflected all the advantages of the existing computer-based treatment programs and the programs that train reading through pictures or reading materials. In order to verify the effectiveness, this newly developed program was applied to 10 children with dyslexia who are in the first to third grades of elementary school, twice a week for 6 months, and 40 minutes in each session. We compared the difference between before and after the application of this program by conducting tests of word reading fluency, decoding (meaning words, meaningless words), phoneme recognition (deletion, compounding), and quick naming (numbers, letters) all of which are part of Korean reading test battery. Word reading fluency and decoding (meaning words, meaningless words), phoneme recognition (compounding) scores in all 10 patients, phoneme recognition (deletion) and quick naming (numbers, letters) scores in 8 out of 10 patients were improved before and after treatment, and the difference was statistically significant.
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