J Korean Acad Child Adolesc Psychiatry.  2024 Apr;35(2):143-149. 10.5765/jkacap.230071.

Efficacy of Learning Disorder Treatment for Reading or Mathematics Disorders: An Open Study

• Lee H
• Song I
• Kim WY
• Huh H
• Lee EK
• Jung J
• Suh CS
• Yoo H

• KMID: 2555030
• DOI: http://doi.org/10.5765/jkacap.230071

Abstract

Objectives
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.
Methods
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.
Results
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.
Conclusion
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.

Keyword

Reading disorder; Mathematics disorders; Specific learning disorder; Dyslexia; Dyscalculia; Learning disorder treatment