Effects of prior attention training on child dyslexics' response to composition instruction
Effects of prior attention training on child dyslexics' response to composition instruction
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DOI：
10.1207/s15326942dn2901_12
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发表时间：
2006-01-01
影响因子：
1.5
通讯作者：
Berninger, VW
中科院分区：
文献类型：
--
作者：
Chenault, B;Thomson, J;Berninger, VW
20名符合阅读障碍研究标准的儿童（4至6年级）在一所学校的常规语言艺术块期间被随机分配到治疗（注意力训练）或接触控制（阅读流畅性训练）组，该学校强调多感官，结构化的语言治疗阅读障碍。一个大学团队在前10个阶段提供了个人注意力训练（持续的、选择的、交替的和分散的注意力）或阅读流畅性训练，在接下来的10个阶段提供了小组作文指导。方差分析评价了从预测到中测（作文教学开始前）和中测到后测（作文教学结束时）的治疗x会话相互作用的显著性。治疗x时间的相互作用，前测和中测之间没有显着的，但治疗x时间的相互作用是显着的，从中测到后测韦氏个人成就测验，第二版书面作文和Delis-Kaplan执行功能系统的语言流畅性（注意力治疗组随着时间的推移改善更多）。个别儿童表现出与小组结果相同的模式。对于小学高年级的阅读障碍儿童，注意力训练并没有直接转移到改善的组成，但事先注意力训练导致更快的改善组成和口头语言流畅性，一旦组成教学。对阅读障碍的有效指导可能取决于教学成分的顺序和性质，并需要专门的写作和阅读指导。
Twenty children (Grades 4 to 6) who met research criteria for dyslexia were randomly assigned to a treatment (attention training) or contact control (reading fluency training) group during their regular language arts block at a school that had emphasized multisensory, structured language treatment for reading disability. A university team provided either individual attention training (sustained, selective, alternating, and divided attention) or reading fluency training during the first 10 sessions and group composition instruction during the next 1 0 sessions. Analysis of variance evaluated the significance of Treatment x Session interactions from pretest to midtest (before composition instruction began) and midtest to posttest (when compositon instruction ends). Treatment x Time interactions were not significant between pretest and midtest, but the Treatment x Time interactions were significant from midtest to posttest for Wechsler Individual Achievement Test, Second Edition Written Composition and Delis-Kaplan Executive Function System Verbal Fluency (attention treatment group improved more over time). Individual children showed the same pattern as group results. For child dyslexics in upper elementary school, attention training did not transfer directly to improved composition but prior attention training led to faster improvement in composing and oral verbal fluency once composition instruction was introduced. Effective instruction for dyslexia may depend on the sequencing as well as the nature of instructional components and require specialized instruction for writing as well as reading.