PDF(Pubmed)
Abstract：
UNASSIGNED: This study aimed to identify the effectiveness of treatment programs for children with reading (RD) or mathematics disorders (MD). Structured treatment programs were developed to improve phonological awareness and number sense among children and adolescents with RD or MD, respectively, and the effectiveness of the learning disorder treatment programs were evaluated.
UNASSIGNED: We used standardized, objective diagnostic, and evaluation tools not only to recruit participants with RD, MD, or comorbid attention deficit and hyperactivity disorder, but also to assess the effectiveness of the treatments regarding both improved core neurocognitive deficits of RD or MD and academic achievement. Forty children with RD or MD received one-on-one treatments from therapists.
UNASSIGNED: In the RD group, treatment effects were observed in all subtests. In the word and paragraph reading tests, the accuracy rates and fluency improved. The results of the phonological working memory test, word-sound correspondence test, and rapid automatic naming tests also improved. In the MD group, the accuracy rate and fluency on the arithmetic test improved. An increase in the accuracy rate in the size and distance comparison tests and a decrease in the error rate in the estimation test were also observed. However, there were no improvements in reaction time in these subtests.
UNASSIGNED: Learning disorder treatment programs that focus on improving phonological awareness or number sense in children with RD or MD improved achievement, phonological awareness, and number sense.
UNASSIGNED: We used standardized, objective diagnostic, and evaluation tools not only to recruit participants with RD, MD, or comorbid attention deficit and hyperactivity disorder, but also to assess the effectiveness of the treatments regarding both improved core neurocognitive deficits of RD or MD and academic achievement. Forty children with RD or MD received one-on-one treatments from therapists.
UNASSIGNED: In the RD group, treatment effects were observed in all subtests. In the word and paragraph reading tests, the accuracy rates and fluency improved. The results of the phonological working memory test, word-sound correspondence test, and rapid automatic naming tests also improved. In the MD group, the accuracy rate and fluency on the arithmetic test improved. An increase in the accuracy rate in the size and distance comparison tests and a decrease in the error rate in the estimation test were also observed. However, there were no improvements in reaction time in these subtests.
UNASSIGNED: Learning disorder treatment programs that focus on improving phonological awareness or number sense in children with RD or MD improved achievement, phonological awareness, and number sense.
摘要：
■本研究旨在确定对阅读（RD）或数学障碍（MD）儿童的治疗方案的有效性。制定了结构化的治疗计划，以提高RD或MD儿童和青少年的语音意识和数字感，分别,并评估了学习障碍治疗计划的有效性。
■我们使用标准化，客观诊断，和评估工具不仅可以招募具有RD的参与者，MD,或同时患有注意力缺陷和多动障碍，同时评估治疗对RD或MD核心神经认知缺陷和学业成绩的改善的有效性。40名RD或MD儿童接受了治疗师的一对一治疗。
■在RD组中，在所有子试验中观察到治疗效果。在单词和段落阅读测试中，准确率和流畅性提高。语音工作记忆测试的结果，单词-声音对应测试，和快速自动命名测试也得到了改进。在MD组中,提高了算术测试的准确率和流畅性。还观察到尺寸和距离比较测试中的准确率提高，以及估计测试中的错误率降低。然而,在这些子测试中，反应时间没有改善。
■学习障碍治疗计划，重点是提高RD或MD儿童的语音意识或数字感，语音意识，和数字感。
■我们使用标准化，客观诊断，和评估工具不仅可以招募具有RD的参与者，MD,或同时患有注意力缺陷和多动障碍，同时评估治疗对RD或MD核心神经认知缺陷和学业成绩的改善的有效性。40名RD或MD儿童接受了治疗师的一对一治疗。
■在RD组中，在所有子试验中观察到治疗效果。在单词和段落阅读测试中，准确率和流畅性提高。语音工作记忆测试的结果，单词-声音对应测试，和快速自动命名测试也得到了改进。在MD组中,提高了算术测试的准确率和流畅性。还观察到尺寸和距离比较测试中的准确率提高，以及估计测试中的错误率降低。然而,在这些子测试中，反应时间没有改善。
■学习障碍治疗计划，重点是提高RD或MD儿童的语音意识或数字感，语音意识，和数字感。
