As a special education practitioner, it is crucial to stay updated with the latest research and methodologies to effectively support students with learning disorders. The research article "Efficacy of Learning Disorder Treatment for Reading or Mathematics Disorders: An Open Study" provides valuable insights into effective treatment programs for children with reading (RD) or mathematics disorders (MD). This blog will highlight the key findings and practical applications from the study to help you enhance your skills and improve student outcomes.
Key Findings from the Research
The study evaluated structured treatment programs designed to improve phonological awareness for RD and number sense for MD. Here are the key findings:
- Reading Disorder (RD): Significant improvements were observed in word and paragraph reading accuracy and fluency. Phonological working memory, word-sound correspondence, and rapid automatic naming also showed positive results.
- Mathematics Disorder (MD): Enhanced accuracy and fluency in arithmetic tests were noted. Improvements were also seen in size and distance comparison tests and a reduction in error rates in estimation tests.
Practical Applications for Practitioners
Based on the research findings, here are some practical steps you can take to implement these outcomes in your practice:
- Focus on Phonological Awareness: For students with RD, incorporate activities that enhance phonological awareness. This can include exercises in phoneme segmentation, blending, and manipulation.
- Enhance Number Sense: For students with MD, use activities that develop number sense. This can involve tasks like subitizing (quickly recognizing the number of objects in a small group without counting), number line estimation, and magnitude comparison.
- Use Structured Programs: Implement structured and evidence-based programs like the "Comprehensive Literacy Program for Korean dyslexics" for RD and "Numeracy for all" for MD to ensure consistency and effectiveness.
- Comprehensive Assessments: Conduct thorough assessments to identify the specific needs of each student. This should include evaluating attention deficits and other comorbid conditions that may impact learning.
- Long-term Commitment: Be prepared for long-term intervention. The study showed that significant improvements were observed over an average of 23 months for RD and 18 months for MD.
Encouraging Further Research
While the study provides a solid foundation, continuous research and adaptation are essential. Stay engaged with current research through conferences, publications, and webinars. Networking with other professionals can also provide new insights and collaborative opportunities.
To read the original research paper, please follow this link: Efficacy of Learning Disorder Treatment for Reading or Mathematics Disorders: An Open Study
