Design and application of the idecol program for the treatment of dyslexia in primary school children.
Main Article Content
Abstract
In recent times there have been programs for the approach to treating dyslexia, together with the traditional and effective instruction of the alphabetic principle and metaphonology, have tried to include other components with the aim of developing accurate and fluent word recognition. With this purpose, the IDECOL program was designed, whose Spanish acronym indicate the components included therein: instruction, decoding, phonemic awareness, frequent spelling and repeated readings. The program was applied individually and outside of a school context to eighteen boys and girls aged 7-12 years who were diagnosed with specific difficulties in learning to read. Researcher-designed measures, as well as standardized ones, were taken at the beginning and end of the intervention. On average, the children received twenty-six one-hour sessions over seventeen weeks in which observance and adherence to the intervention were monitored. The outcomes showed improvements that implied a substantial reduction in errors made in reading and a greater speed in reading words and texts. These positive results denote the need to apply the program in controlled and randomized studies that accurately calibrate its scope and efficacy.
Downloads
Article Details
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
![Licencia de Creative Commons](https://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Blachman, B. A., Schatschneider, C., Fletcher, J. M., Murray, M. S., Munger, K. A., y Vaughn, M. G. (2014). Intensive reading remediation in grade 2 or 3: Are there effects a decade later?. Journal of educational psychology, 106(1), 46. https://doi.org/10.1037/a0033663
Calet, N., Gutiérrez-Palma, N., y Defior, S. (2017). Effects of fluency training on reading competence in primary school children: The role of prosody. Learning and Instruction, 52, 59-68. https://doi.org/10.1016/j.learninstruc.2017.04.006
Castejón, L., González-Pumariega, S., y Cuetos, F. (2015). Development of word reading fluency along primary education: a six-year follow-up/El desarrollo de la fluidez en la lectura de palabras en educación primaria: un seguimiento longitudinal de seis años. Infancia y aprendizaje, 38(4), 842-871. https://doi.org/10.1080/02103702.2015.1076266
Catalá, G., Catalá, M., Molina, E. y Monclús, R. (2001). Evaluación de la comprensión lectora. Pruebas ACL. Editorial GRAO.
Cuetos, F., Rodríguez, B. y Ruano, E. (2007). Evaluación de los Procesos Lectores. PROLEC-R. Ediciones TEA.
Galuschka, K., Ise, E., Krick, K. y Schulte-Körne, G. (2014). Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials. PLoS ONE 9(2): e89900. https://doi.org/10.1371/journal.pone.0089900
Fletcher, J. M., Lyon, G. R., Fuchs, L. S. y Barnes, M. A. (2019). Learning disabilities: From identification to intervention. New York: The Guildfor Press.
Hatcher, P. J., Hulme, C. y Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child development, 65(1), 41-57. https://doi.org/10.1111/j.1467-8624.1994.tb00733.x
Lee, J., y Yoon, S. Y. (2017). The effects of repeated reading on reading fluency for students with reading disabilities: A meta-analysis. Journal of Learning Disabilities, 50(2), 213-224. https://doi.org/10.1177/0022219415605194
Lovett, M. W., Frijters, J. C., Wolf, M., Steinbach, K. A., Sevcik, R. A. y Morris, R. D. (2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology, 109(7), 889. https://doi.org/10.1037/edu0000181
Lovett, M. W., Lacerenza, L., y Borden, S. L. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33, 458–476. http://dx.doi.org/10.1177/002221940003300507
Melby-Lervåg, M., Redick, T. S. y Hulme, C. (2016). Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer”: Evidence From a Meta-Analytic Review. Perspectives on Psychological Science, 11(4), 512–534. https://doi.org/10.1177/1745691616635612
Morris, S. B. (2008). Estimating Effect Sizes From Pretest-Posttest-Control Group Designs. Organizational research methods, 11(2), 364–386. https://doi.org/10.1177/1094428106291059
Morris, S. B., y DeShon, R. P. (2002). Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs. Psychological Methods, 7(1), 105–125. https://doi.org/10.1037/1082-989X.7.1.105
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357-383. https://doi.org/10.1080/10888430701530730
Ripoll, J. C. y Aguado, G. (2016). Eficacia de las intervenciones para el tratamiento de la dislexia: una revisión. Revista de Logopedia, Foniatría y Audiología, 36(2), 85-100. https://doi.org/10.1016/j.rlfa.2015.11.001
Rueda-Sánchez, M. I., y López-Bastida, P. (2016). Efectos de la intervención en conciencia morfológica sobre la lectura, escritura y comprensión: Meta-análisis. Anales de psicología, 32(1), 60-71. https://doi.org/10.6018/analesps.32.1.196261
Scammacca, N. K., Roberts, G., Vaughn, S., y Stuebing, K. K. (2015). A Meta-Analysis of Interventions for Struggling Readers in Grades 4–12: 1980–2011. Journal of Learning Disabilities, 48(4), 369–390. https://doi.org/10.1177/0022219413504995
Snowling, M. J., y Hulme, C. (2011). Evidence based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81(1), 1-23. https://doi.org/10.1111/j.2044-8279.2010.02014.xCitations: 101
Suárez-Coalla, P. (2009). Intervención en dislexia evolutiva. Revista de logopedia, foniatría y audiología, 29(2), 131-137. https://doi.org/10.1016/S0214-4603(09)70150-0
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A metaanalysis. Remedial and special education, 25(4), 252-261. https://doi.org/10.1177/07419325040250040801
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., y Conway, T. (2001). Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches. Journal of Learning Disabilities, 34(1), 33–58. https://doi.org/10.1177/002221940103400104
What Works Clearinghouse. (2014). Students with learningdisabilities: Repeated reading. Washington, DC: Institute of Education Science.
Wexler, J., Vaughn, S., Roberts, G., y Denton, C. A. (2010). The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities. Learning Disabilities Research y Practice, 25, 2–10. https://doi.org/10.1111/j.1540-5826.2009.00296.x
Willcutt, E. G., Betjemann, R. S., Pennington, B. F., Olson, R. K., DeFries, J. C., y Wadsworth, S. J. (2007). Longitudinal study of reading disability and attention deficit/hyperactivity disorder: Implications for education. Mind, Brain, and Education, 1(4), 181-192. https://doi.org/10.1111/j.1751-228X.2007.00019.x
Wolf, M., Barzillai, M., Gottwald, S., Miller, L., Spencer, K., Norton, E., Lovett, M. and Morris, R. (2009), The RAVE O Intervention: Connecting Neuroscience to the Classroom. Mind, Brain, and Education, 3, 84-93. https://doi.org/10.1111/j.1751-228X.2009.01058.x