Design and application of the idecol program for the treatment of dyslexia in primary school children.
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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.
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