Implicit Stimulation in Visual Hemisphere-Specific According to Bakker’s Balance Model on Reading and Writing in Linguistic Developmental Dyslexia: Case Study | ||
| مطالعات روانشناسی بالینی | ||
| Volume 11, Issue 41, December 2021, Pages 83-98 PDF (669.74 K) | ||
| Document Type: Research Paper | ||
| DOI: 10.22054/jcps.2021.59785.2540 | ||
| Authors | ||
| Masoume Pourmohamadreza-Tajrishi* 1; sahar Pahlavan Neshan2; Tahereh Najafi Fard3 | ||
| 1PhD in psychology, Associate Professor, Pediatric Neurorehabilitation Research Center, Department of Psychology and Education of Exceptional Children, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran | ||
| 2. PhD candidate, Department of Educational Psychology, University of Shahid Beheshti, Tehran, Iran, (Corresponding author). | ||
| 3PhD candidate, Department of Psychology and Exceptional Children Education, University of Allameh Tabatabaee, Tehran, Iran | ||
| Abstract | ||
| Individuals with developmental dyslexia have difficulties with accurate and fluent word recognition and spelling. Hemisphere alluding stimulation (HAS) is one of the neuropsychological techniques to stimulate cerebral hemispheres through visual vessel, by word selection with various size and font. It increases the perceptual traits of text and balance reading speed by stimulating the right hemisphere. The aim was to investigate the efficacy of implicit stimulation in visual hemisphere-specific according to Bakker’s Balance Model on reading and spelling in two students with linguistic developmental dyslexia. In a single-subject design, two female students (mean age = 9.35 years) were in convenience selected from 3rd grade in elementary school..e . They diagnosed as having linguistic developmental dyslexia, evaluated Wechsler Intelligence Scale for Children (WISC-IV), and answered to the Diagnostic Reading Disorder Test (DRDT) and the Writing Disorder Test (WDT). One student considered as a case subject and the other one as a control. The case received implicit stimulation in visual hemisphere-specific for 16 sessions (twice a week), but control did not. After the intervention and 3 months later, the subjects answered to DRDT and WDT again. s . The results of visual analysis in combination with non-overlap methods were used to calculate the effect size. Findings showed the intervention has increased the reading fluency (effect size =90.74%), reading comprehension (effect size=69.11%), reading speed (effect size=200%), and spelling mistakes (effect size=62.5%) of the case subject. The efficacy of implicit stimulation in cerebral hemisphere significantly (p<0.01 ), even 3 months later. We conclude that the implicit stimulation in visual hemisphere-specific is probably an effective method for improving the function of reading and spelling in people with linguistic developmental dyslexia. | ||
| Keywords | ||
| Developmental dyslexia; Visual hemisphere-specific; Reading; Spelling | ||
| References | ||
|
American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental disorders. 5th edition. Washington, DC. American Psychiatric Publishing.
Babapour Kheiroddin, Jalil., Porsharifi, Hamid., Hamedi, Zahra. (2015). The effectiveness of neuropsychological methods on increasing the comprehension of students with developmental dyslexia. University of Mohaghegh Ardabili Journal of Learning Disabilities, 4(2), 22-37.
BaEzzat, Fereshte., BaniJamali, ShokoohSadat., Mo’azzemi, Davood. (2006). Effects of neuropsychological treatment on the reading efficacy of Iranian students with developmental dyslexia of linguistic type. Psychological Studies, 2(1 & 2), 107-124.
Bakker, Dirk J. (2006). Treatment of developmental dyslexia: A review. Pediatric Rehabilitation, 9(1), 3-13.
Bakker, Dirk, J., Hakvoort, Frans, J. (2020). Dyslexia according to the Balance Model: research 2000-2020. Linked-in, Research Gate.
Bakker, Dirk J., Licht, Robert E., Kappers Jan. (1995). Hemispheric stimulation techniques in children with dyslexia. In Tranmontana M.G., Hooper S.R (eds) Advances in Child Neuropsychology, 3, 144-177.
Baker, Dirk J., Vinke, Jan. (1985). Effects of hemisphere-specific stimulation on brain activity and reading in dyslexics. Journal of Clinical and Experimental Neuropsychology, 7(5), 505-525.
Behrmann, M. & Geskin, Jacob. (2018). Over time, the right results will emerge, Cognitive Neuropsychology, 35 (1-2), 102-111, DOI: 10.1080/02643294.2018.1447917
Campbell Keith W., Bonacci, Angelica M., Shelton, Jeremy. Exline, Julie J., Bushman Brad J. (2004). Psychological entitlement: Interpersonal consequences and validation of a new self-report measure, Journal of Personality Assessment, 83(1), 29-45.
Cancer, Alice. Bonacina, Silvia. Antonietti, Alessandro. Salandi, Antonio. Molteni, Massimo. Lorusso, Maria Luisa. (2020).The effectiveness of interventions for developmental dyslexia: rhythmic reading training compared with hemisphere-specific stimulation and action video games. Frontiers in Psychology, 3. https://doi.org/10.3389/fpsyg.2020.01158
Frey, Aline., François, Clement., Chobert, Julie., Velay, Jean.-Luc., Habib, Michel., Besson, Mireille. (2019). Music training positively influences the preattentive perceptionof voice onset time in children with dyslexia: a longitudinal study. Brain Sciences. 9(4), 91. doi: 10.3390/brainsci9040091
Friedmann, Naama. & Coltheart, Max. (2018). Types of developmental dyslexia In Handbook of Communication Disorders edited by ElitzurHG Dattner and Dorit Ravid, 721-752. Berlin, Boston: De Gruyter Mouton, https://doi.org/10.1515/9781614514909-036
Gibson, Sandra., Leinster, Samuel. (2011). How do students with dyslexia perform in extended matching questions, short answer questions and observed structured clinical examinations? Advances in Health Sciences Education, 16, 395–404
Huber, Elizabeth, Donnelly, Patrick. M., Ariel Rokem, Ariel. & Yeatman, Jason D. (2018). Rapid and widespread white matter plasticity during an intensive reading intervention." Nature communications, 9(1), 1-13.
Fallahchai, Seyyed Reza. (1995). The survey dyslexia and dysgraphia in elementary students (MSc Thesis). Tehran, Iran: Faculty of Humanities, Tarbiat Modares University. 31-32 (Persian).
Goldstein, Bram H., Obrzut John E. (2001). Neuropsychological treatment of dyslexia in the classroom setting. Journal of Learning Disabilities, 34(3), 276-285.
Heim, Stefan. & Grande, Marion. (2012). Fingerprints of developmental dyslexia. Trends in Neuroscience and Education 1(1), 10-14. doi: 10.1016/j.tine.2012.09.001
Kappers, Jan E., Dekker, Marjolein. (1995). Bilingual effects of unilingual neuropsychological treatment of dyslexic adolescents: A pilot study. Journal of the International Neuropsychological Society, 1(5), 494-500.
Kuerten, Anna B., Mota, Mailce B., Segaert, Katrien. (2019). Developmental dyslexia: A condensed review of literature. Ilha do Desterro, 72(3), 249-270. DOI: 10.5007/2175-8026.2019v72n3p249
Lorusso, Maria Luisa., Facoetti, Andrea. Bakker, Dirk J. (2011). Neuropsychological treatment of dyslexia: Does type of treatment matter? Journal of Learning Disabilities, 44(2), 136-149.
Medina, Giovanna B K., & Guimarães, Sandra R K. (2021). Reading in developmental dyslexia: the role of phonemic awareness and executive functions. Estudos de Psicologia (Campinas), 38, e180178.https://doi.org/10.1590/1982-0275202138e180178
Nasefat, Morteza. (2001). Diagnostic Reading Disorder Test. Final report of research project. Tehran: University of Tehran.
Norton, Elizabeth S., Beach, Sara D., and Gabrieli, John D. (2015). Neurobiology of dyslexia. Current. Opinion in. Neurobiology. 30, 73–78. doi:10.1016/j.conb.2014.09.007
Pahlavanneshan, Sahar., Pourmohamadreza-Tajrishi, Masoume., Sajedi, Firoozeh. (2015). The effect of psychological immunization on pessimistic attribution of female students with dyslexia. Iranian Rehabilitation Journal, 13(2), 68-73.
Pennington, Bruce F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385–413. doi:10.1016/j.cognition.2006.04.008
Peters, Jessica L., De Losa, Lauren, Bavin, Edith L., Crewther, Sheila G. (2019). Efficacy of dynamic visuo-attentional interventions for reading in dyslexic and neurotypical children: A systematic review. Neuroscience and. Biobehavioral Reviews. 100, 58–76. doi: 10.1016/j.neubiorev.2019.02.015
Ramus, Franck. (2005). Neurobiology of dyslexia: A reinterpretation of the data. Trends in Neurosciences, 27, 720-726.
Ramus, Frank., Marshall, Chloe R., Rosen, Stuart., and van der Lely, Heather K. J. (2013). Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model. Brain 136(2), 630–645. doi: 10.1093/brain/aws356
Razavieh, Asghar. & Shahim, Sima. (1992). A short form of the Wechsler preschool and primary scale of intelligence for use in Iran. Psychological Reports, 71(3), 863-866.
Reid, Gavin. (2009). Dyslexia: A practitioner’s Handbook. (4rd edition). Wiley-Blackwell: A John Wiley & Sons Ltd. Publication.
Robertson, Jean. (2000). Neuropsychological intervention in dyslexia: two studies on British pupils. Journal of Learning Disabilities, 33(2), 137-148.
Sadeghi, Ahmad., Rabiee, Mohammad., Abedi, Mohammad Reza. (2011). Validation and reliability of the Wechsler Intelligence Scale for Children-IV. Developmental Psychology: Iranian Psychological, 7(28), 377-386.
Sadock, Benjamin J., Sadock, Virgina A., Ruiz, Pedro (2014). Kaplan and Sadock’s synopsis of psychiatry: behavioral sciences/clinical psychiatry. 11th edition. Walters Kluwer Publication.
Vanderauwera, Joline., De Vos, Astrid., Forkel, Stephanie J., Catani, Marco., Wouters, Jan., Vandermosten, Maaile. & Ghesquière, Pol. (2018). Neural organization of ventral white matter tracts parallels the initial steps of reading development: ADTI tractography study. Brain and Language, 183, 32-40.
Wood, Frank B., Grigorenko, Elena L. (2001). Emerging issues in the genetics of dyslexia: A methodological preview. Journal of Learning Disabilities, 34(6), 503-511.
Yahyaee, Marziyeh., M, Pourmohamadreza-Tajrishi, Masoume., Sajedi, Firoozeh., Biglarian, Akbar. (2014). The effect of attribution retraining group program on depression of students with learning disabilities. Developmental Psychology: Iranian Psychologists, 10(39), 263-273. | ||
|
Statistics Article View: 462 PDF Download: 323 |
||