Skuteczność programu Learning Breakthrough w terapii dysleksji rozwojowej

Patrycja Rusiak

doi:10.18778/1427-969X.21.04

Authors

Patrycja Rusiak Wyższa Szkoła Finansów i Zarządzania w Warszawie, Katedra Psychologii Poznawczej, 01-030 Warszawa, ul. Pawia 55

DOI:

https://doi.org/10.18778/1427-969X.21.04

Keywords:

developmental dyslexia, therapy, cerebellar deficits

Abstract

Developmental dyslexia is a disorder that involves reading and writing skills of young individuals. Numerous hypotheses have been proposed to explain its origins. One of them is the theory of cerebellar deficit, which assumes that the major factor impeding the process of learning to read and write is a dysfunction in anatomy and functioning of the cerebellum, which results in some deficits in the automation process. For several years, there have been performed studies aimed at the construction of effective therapeutic tools. Yet, at present, convincing evidence for the effectiveness of these tools is lacking. In the current study the effectiveness of the Learning Breakthrough therapeutic program was examined. There were used four reading tests to be done twice – before and after a 4-month training. An improvement on reading tests was expected in the experimental group only. However, no significant differences between pretests and posttests and between the experimental group and the control one, were observed. These findings suggest that the therapeutic intervention have not improved the level of reading in the dyslexics.

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