Neuropsychological intervention in kindergarten children with subtyped risks of reading retardation |
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| Authors: | Sietsia?W?D?Smit-Glaudé Jan?W?van?Strien Robert?Licht Email author" target="_blank">Dirk?J?BakkerEmail author |
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| Institution: | (1) Enkhuizen & Hoorn, The Netherlands;(2) Erasmus University, Rotterdam;(3) Free University, Amsterdam |
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| Abstract: | Kindergarten children at risk of developing language problems were administered the Florida Kindergarten Screening Battery.
A principal components analysis revealed a verbal and a visual-spatial component and subsequent discriminant function analyses
a high verbal/low visual-spatial group (LAL: Latent L) and a high visual-spatial/low verbal group (LAP: Latent P). LAL- and
LAP-children were considered at risk for developing an L- or P-type of dyslexia, respectively. As is common practice with
children suffering from manifest L- or P- dyslexia, the LAL- and LAP-kindergartners received right and left hemisphere stimulation,
respectively. The outcomes were compared with those of bilateral hemispheric stimulation and no intervention. Reading tests
were administered in primary school Grades 1 and 5/6; teachers’ evaluation of reading took place in Grade 5/6. Overall, the
LAL- and LAP- groups showed significant backwardness in word and text reading, both at early and late primary school. Types
of intervention made a difference though: not significantly backward in early word, late word, and late text reading were
the LAL-children who had received right hemisphere stimulation. Nonintervened LAP-children did not show significant backwardness
in early word reading and late text reading, nor did LAP-children who had received left hemisphere or bilateral stimulation.
Early text reading was not affected by any treatment. Teacher’s evaluations were in support of these findings. |
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| Keywords: | Early intervention follow-up investigation hemispheric stimulation precursors of dyslexia short- and long-term outcomes subtypes of latent dyslexia |
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