Dyslexia is a common learning disorder that affects a child's ability to read, write, and spell. According to a recent study titled Speech therapy to overcome dyslexia in primary schoolers, speech therapy techniques can significantly improve reading performance in primary schoolers diagnosed with dyslexia. This blog will explore how practitioners can implement these techniques to enhance their skills and encourage further research.
The study, conducted in Moscow and Almaty, involved 394 primary schoolers. The children were divided into two groups: one with reading speed disorders and the other with reading comprehension disorders. By the end of the study, both groups showed significant improvements in their reading abilities.
Here are some key speech therapy techniques from the study that practitioners can implement:
- Emphasis on Correct Pronunciation: Use visual imagery and tasks related to verbal accompaniment of actions. Employ mirrors to control the position of lips and tongue.
- Development of Speech Breathing: Practice short nasal inhalation and long exhalation through the mouth, accompanied by short phrases and movements.
- Motor Skills Exercises: Include general, manual, and articulatory motor skills exercises. Use logorhythmic elements like reciting short poems with arm movements.
- Visual Analysis and Spatial Coordination: Help children recognize letters under complicated conditions and develop spatial coordination through exercises like drawing labyrinth paths.
- Development of Visual Attention: Use isographs, syllable reading tables, and Schulte tables to improve concentration, distribution, and switching of attention.
- Sound Perception and Analysis: Develop sound perception through materialization, performance, presentation, and automatization stages.
- Visualization Techniques: Implement the Davis method to transition from visual to verbal thinking, making reading easier for children.
- Corrective Reading Exercises: Use acrophonic reading, word numbering, and reading inverted words to correct mistakes caused by dyslexia.
The study revealed that children with technical dyslexia showed more progress than those with semantic dyslexia. Therefore, it's crucial to identify the type of dyslexia early and tailor the therapy accordingly. Early identification and intervention can significantly improve reading skills and overall academic performance.
For practitioners, integrating these techniques into their sessions can provide a structured and effective approach to help children with dyslexia. Moreover, collaboration with primary school teachers and parents can create a supportive environment that enhances the child's learning experience.
Encouraging further research is essential to refine these techniques and develop new methods. Continuous learning and adaptation are key to successfully addressing the challenges posed by dyslexia.
To read the original research paper, please follow this link: Speech therapy to overcome dyslexia in primary schoolers.
