Interventions for children with dyslexia: A review on current intervention methods
- Author:
Nurul Anis Mohd Yuzaidey
1
Author Information
- Collective Name:Nurul Anis Mohd Yuzaidey; Normah Che Din, PhD2; Mahadir Ahmad, PhD2;Norhayati Ibrahim, PhD2 ;Rogayah A. Razak, PhD3 ;Dzalani Harun, PhD4
- Publication Type:Journal Article
- Keywords: Intervention study; dyslexia; cognitive deficits; review; children
- From: The Medical Journal of Malaysia 2018;73(5):311-220
- CountryMalaysia
- Language:English
- Abstract: Introduction: Dyslexia is a neurobiological impairment that primarily affects reading ability. It is commonly known as a reading disorder which is likely to be present at birth and is generally identified at pre-school level. Dyslexia is manifested through difficulties with accurate word recognition and also by poor performance in reading and writing. Method: The main objective of this paper is to review the various methods or treatments that are used to manage the literacy and cognitive abilities for children with dyslexia particularly in Malaysia. The articles were obtained from online databases such as PubMed, Ebscohost and Medline during the time frame of six years starting from 2000 until 2016. An initial count of 300 articles were generated but only 13 articles met the inclusive criteria. Results: There are a few types of interventions such as the multisensory method, the phonological intervention, and the cognitive training method which can be used to improve literacy and cognitive deficits among children with dyslexia. In Malaysia, most of the treatments are focused on the aspects of language such as word mastery, alphabet identification and writing skills. The cognitive training were carried out to improve specific domain such as visuospatial skills, memory skills and psychomotor skills. Conclusion: There is yet no studies which has employed the comprehensive method of combining the intervention of cognitive functions and linguistics-literacy deficits. It is imperative that researchers in Malaysia go beyond literacy skills and take into consideration the underlying cognitive functions which contribute to the specific reading and writing difficulties of Malaysian children with dyslexia.
- Full text:6.2018my1332.pdf
