Journal of the Korean Academy of Child and Adolescent Psychiatry

Korean Academy of Child and Adolescent Psychiatry (대한소아청소년정신의학회)
권호 표지
DOI QR코드

DOI QR Code

Efficacy of Learning Disorder Treatment for Reading or Mathematics Disorders: An Open Study

  • Received : 2023.11.03
  • Accepted : 2024.01.22
  • Published : 2024.04.01
Download PDF
⟨ Previous Next ⟩

Abstract

Objectives: This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were developed to improve phonological awareness and number sense among children and adolescents with RD or MD, respectively, and the effectiveness of the learning disorder treatment programs were evaluated. Methods: We used standardized, objective diagnostic, and evaluation tools not only to recruit participants with RD, MD, or comorbid attention deficit and hyperactivity disorder, but also to assess the effectiveness of the treatments regarding both improved core neurocognitive deficits of RD or MD and academic achievement. Forty children with RD or MD received one-on-one treatments from therapists. Results: In the RD group, treatment effects were observed in all subtests. In the word and paragraph reading tests, the accuracy rates and fluency improved. The results of the phonological working memory test, word-sound correspondence test, and rapid automatic naming tests also improved. In the MD group, the accuracy rate and fluency on the arithmetic test improved. An increase in the accuracy rate in the size and distance comparison tests and a decrease in the error rate in the estimation test were also observed. However, there were no improvements in reaction time in these subtests. Conclusion: Learning disorder treatment programs that focus on improving phonological awareness or number sense in children with RD or MD improved achievement, phonological awareness, and number sense.

Keywords

References

  1. Jung JS, Yoo HI. [Specific learning disorder]. In: Hong KE, editor [Korean textbook of child psychiatry]. Seoul: Hakjisa;2014. p.202-210.
  2. American Psychiatric Association. Diagnostic and statistical manual of mental disorders. 5th ed. Arlington, VA: American Psychiatric Association;2013.
  3. Moll K, Kunze S, Neuhoff N, Bruder J, Schulte-Korne G. Specific learning disorder: prevalence and gender differences. PLoS One 2014;9:e103537.
  4. Shaywitz SE, Shaywitz BA. Dyslexia (specific reading disability). Biol Psychiatry 2005;57:1301-1309. https://doi.org/10.1016/j.biopsych.2005.01.043
  5. Yoo HK, Huh H, Hong IH, Kim JH, Kim HJ, Cho S, et al. Prevalence of reading and mathematical learning disabilities in Korean school-aged children of Jeju region. J Korean Neuropsychiatr Assoc 2018;57:332-338. https://doi.org/10.4306/jknpa.2018.57.4.332
  6. Shaywitz SE, Shaywitz BA. Dyslexia (specific reading disability). Pediatr Rev 2003;24:147-153. https://doi.org/10.1542/pir.24-5-147
  7. Dehaene S. Precis of the number sense. Mind Lang 2001;16:16-36. https://doi.org/10.1111/1468-0017.00154
  8. National Council of Teachers of Mathematics. Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics;1989.
  9. Haberstroh S, Schulte-Korne G. The diagnosis and treatment of dyscalculia. Dtsch Arztebl Int 2019;116:107-114. https://doi.org/10.3238/arztebl.2019.0107
  10. Kucian K, Grond U, Rotzer S, Henzi B, Schonmann C, Plangger F, et al. Mental number line training in children with developmental dyscalculia. Neuroimage 2011;57:782-795. https://doi.org/10.1016/j.neuroimage.2011.01.070
  11. Snowling MJ, Hulme C, Nation K. Defining and understanding dyslexia: past, present and future. Oxf Rev Educ 2020;46:501-513. https://doi.org/10.1080/03054985.2020.1765756
  12. Schulte-Korne G. The prevention, diagnosis, and treatment of dyslexia. Dtsch Arztebl Int 2010;107:718-727. https://doi.org/10.3238/arztebl.2010.0718
  13. Rivera-Batiz FL. Quantitative literacy and the likelihood of employment among young adults in the United States. J Hum Resour 1992;27:313-328. https://doi.org/10.2307/145737
  14. Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, Klebanov P, et al. School readiness and later achievement. Dev Psychol 2007;43:1428-1446. https://doi.org/10.1037/0012-1649.43.6.1428
  15. Ritchie SJ, Bates TC. Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychol Sci 2013;24:1301-1308.
  16. Butterworth B, Varma S, Laurillard D. Dyscalculia: from brain to education. Science 2011;332:1049-1053. https://doi.org/10.1126/science.1201536
  17. Wanzek J, Stevens EA, Williams KJ, Scammacca N, Vaughn S, Sargent K. Current evidence on the effects of intensive early reading interventions. J Learn Disabil 2018;51:612-624. https://doi.org/10.1177/0022219418775110
  18. Kim DI, Kim HJ, An YJ, Ahn SJ, Im HJ, Hwang JY. An application study of RTI for identifying students with dyslexia: focused on the reading fluency program. Korean J Educ Psychol 2017;31:265-282. https://doi.org/10.17286/KJEP.2017.31.2.03
  19. Hall C, Dahl-Leonard K, Cho E, Solari EJ, Capin P, Conner CL, et al. Forty years of reading intervention research for elementary students with or at risk for dyslexia: a systematic review and metaanalysis. Read Res Q 2023;58:285-312. https://doi.org/10.1002/rrq.477
  20. Kang OR, Park BY. Effects of activity-based number sense program on math achievement for students at-risk with math learning disabilities. Korean J Elem Educ 2010;20:215-232.
  21. Kim YS, Cheon KA, Kim BN, Chang SA, Yoo HJ, Kim JW, et al. The reliability and validity of kiddie-schedule for affective disorders and schizophrenia-present and lifetime version-Korean version (K-SADS-PL-K). Yonsei Med J 2004;45:81-89. https://doi.org/10.3349/ymj.2004.45.1.81
  22. Hwang ST, Kim JH, Park KB, Choi JY, Hong SH. Korean Wechsler adult intelligence scale-IV (K-WAIS®-IV). Daegu: Korea Psychology Co.;2012.
  23. Yoo HK, Jung J, Lee EK, Kang SH, Park EH, Choi I. Standardization of the comprehensive learning test-reading for the diagnosis of dyslexia in Korean children and adolescents. J Korean Acad Child Adolesc Psychiatry 2016;27:109-118. https://doi.org/10.5765/jkacap.2016.27.2.109
  24. Yoo HK, Jung JS, Park EH, Kang SH. Comprehensive learning test manual. Gwacheon: Happymind;2014.
  25. Yoo HK, Lee JS, Kang SH, Park EH, Jung J, Kim BN, et al. Standardization of the comprehensive attention test for the Korean children and adolescents. J Korean Acad Child Adolesc Psychiatry 2009;20:68-75.
  26. Jung JS, Lee CH, Jang HJ, Kawk SS. Comprehensive literacy program for Korean dyslexics. Seoul: Goodteacher;2014.
  27. Jung JS, Kim YW, Lee HC, Rho SO, Song PR. Numeracy for all. 3rd ed. Seoul: Booklab;2020.
  28. Mazzocco MM, Thompson RE. Kindergarten predictors of math learning disability. Learn Disabil Res Pract 2005;20:142-155. https://doi.org/10.1111/j.1540-5826.2005.00129.x
  29. Sarama J, Clements DH. Early childhood mathematics education research: learning trajectories for young children. 1st ed. New York: Routledge;2009.
  30. Monei T, Pedro A. A systematic review of interventions for children presenting with dyscalculia in primary schools. Educ Psychol Pract 2017;33:277-293. https://doi.org/10.1080/02667363.2017.1289076
  31. Heitz RP. The speed-accuracy tradeoff: history, physiology, methodology, and behavior. Front Neurosci 2014;8:150.