Visual and social differences in dyslexia: deep phenotyping of four cases with spared phonology

Palser, Eleanor R.; Miller, Zachary A.; Licata, Abigail; Yabut, Nicole A.; Sudarsan, Swati P.; Tee, Boon Lead; Deleon, Jessica; Mandelli, Maria Luisa; Caverzasi, Eduardo; Sturm, Virginia E.; Hendren, Robert L.; Possin, Katherine L.; Miller, Bruce L.; Tempini, Maria Luisa Gorno; Pereira, Christa Watson

doi:10.1080/13554794.2022.2145905

Cited by 1 publication

(1 citation statement)

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“…The efficacy of remediation was investigated using a single-subject case study method involving multiple baselines and repeated pre-and post-therapy measures. The results of the therapy show a significant improvement in phonological reading skills (Abbondanza et al, 2020;Layes et al, 2021b;Austin et al, 2022;Palser et al, 2022). Furthermore, remedial teaching has become one of the alternatives for teachers in inclusive Elementary Schools and can be used to educate students with reading problems.…”

Section: Introductionmentioning

confidence: 99%

Increasing the reading ability of a student with dyslexia in elementary school: an explanatory case study by using family support, remedial teaching, and multisensory method

et al. 2023

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Dyslexia is a neurodevelopmental disorder that may lead to difficulties in reading and other language-related cognitive processes. Approximately 5 to 10% of students in public schools have this disorder, which requires specific learning strategies to improve their reading abilities. Therefore, this study aimed to explore the successful experiences of teachers in improving the reading ability of a student with dyslexia. To achieve this, a qualitative approach was used, with an explanatory case study method conducted in a public inclusive Elementary School located in Bogor City, Indonesia. This particular school was selected due to the presence of dyslexia and experienced teachers in handling students with disabilities. The participants comprised of four individuals, including a 3rd-grade student diagnosed with dyslexia, an experienced teacher, an assistant teacher, and parents of the diagnosed student. Furthermore, interviews were conducted with classroom teachers and the assistant, as well as parents. Document analysis and four-time classroom observation were also carried out to support the data. The result showed that there were four key factors in determining the success of reading in a student with dyslexia, namely (1) remedial teaching, (2) application of multisensory methods, (3) reading media use, and (4) parental support. It provided valuable insights for teachers dealing with the students with dyslexia, in order to improve their reading skills while considering the specific needs.

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Section: Introductionmentioning

confidence: 99%