• Title/Summary/Keyword: Basic Academic Skills Assessment: Reading (BASA:R)

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Effects of Brain-Timing Training on Reading Abilities: A Retrospective Comparative Study (두뇌타이밍 훈련이 읽기 능력에 미치는 효과: 후향적 비교연구)

  • Chung, Miyang;Park, Ji Young;Jung, Hyo Sim;Yoo, Yeon-Hwan;Hong, Seung Pyo
    • The Journal of Korean Academy of Sensory Integration
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    • v.20 no.1
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    • pp.14-25
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    • 2022
  • Objective : The purpose of this study was to investigate the effect of brain-timing training using an Interactive Metronome (IM) on the reading abilities of children with low brain-timing abilities. Methods : A single-group pretest and posttest (retrospective study) were conducted in 8 children whose timing abilities were lower than that for their age average and who were trained from 2019 to 2021. Brain-timing training was conducted 2 or 3 times per week, with 70 sessions in total and 40-50 minutes per session, depending on the developmental characteristics of the child. Changes in brain-timing ability before and after the training were measured using the IM Long-Form Assessment (LFA), and reading ability was measured using the Basic Academic Skills Assessment:Reading (BASA:R). Results : On the basis of the results of the brain-timing ability evaluation using the LFA, the reaction times of all the children during motor tasks were decreased, resulting in statistically significant improvements in their brain-timing abilities (p < .05). Moreover, the raw scores in the BASA:R reading and fill-in-the-blank tests were significantly improved (p < .05). Conclusion : This study is meaningful in that it presents a clinical basis for brain-timing training to improve the reading abilities of children.

The Effect of Interactive Metronome Training on Reading Fluency in Elementary Students: A Single Case Study (상호작용식 메트로놈(Interactive Metronome: IM) 훈련이 초등학생 저학년의 읽기 유창성에 미치는 영향: 단일사례연구)

  • Gim, Yeong-Jun;Shin, Min-ho;Jeong, Hye-won;Jeon, Byoung-Jin
    • The Journal of Korean Academy of Sensory Integration
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    • v.19 no.2
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    • pp.26-35
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    • 2021
  • Objective : The purpose of this study is to investigate the effect of Interactive Metronome (IM) training on the reading fluency of an elementary school student. Methods : This study followed the ABA design, a single-case research method, and was conducted on one elementary school student. From October 2019 to December 2019, a three-session baseline phase (A), twelve-session intervention phase (B), and three-session post-baseline phase (A') were conducted. The intervention was IM training, and long-form assessment (LFA) of IM and BASA:R were performed for each session. In addition, BASA:R was conducted three times at baseline and post-baseline. Result : Compared with baseline, there was a significant improvement in reading fluency after the IM training intervention. Conclusions : IM training can be useful for increasing reading fluency. The results of this work demonstrate the efficacy of IM training as a clinical intervention to improve reading fluency in elementary school students.