Correction to effects of a visual perception-based occupational therapy programme on reading and motor skills in children with developmental dyslexia: Single blind randomised crossover study design


Kose B., TEMİZKAN E., ŞAHİN S., Kara K., UYANIK M.

DYSLEXIA, no.4, 2024 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2024
  • Doi Number: 10.1002/dys.1785
  • Journal Name: DYSLEXIA
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Agricultural & Environmental Science Database, CINAHL, Educational research abstracts (ERA), EMBASE, Linguistics & Language Behavior Abstracts, MEDLINE, Psycinfo
  • Hacettepe University Affiliated: Yes

Abstract

This study aimed to examine the effects of a visual praxis-based occupational therapy (VPOT) programme on reading and motor skills for children with developmental dyslexia (DD). Forty-two children were included in the study. Additionally, before VPOT, the Reading-Aloud and Reading-Comprehension Test 2 (ORSRC-2) and the Bruininks-Oseretsky Motor-Proficiency-Test-2-Brief Form (BOT2-BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC-2 results were examined, VPOT was found to be an effective programme for improving reading skills. Additionally, when the final BOT2-BF results were examined, VPOT was determined to be effective in improving motor skills (p < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT programme to solve problems in the physical and learning activities of children with DD.