title: Neuropsychological intervention in kindergarten children with subtyped risks of reading retardation.
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.
authors.affiliation: Enkhuizen & Hoorn, The Netherlands.
authors.forename: Sietsia W D
authors.initials: SW
authors.lastname: Smit-Glaudé
authors.forename: Jan W
authors.initials: JW
authors.lastname: van Strien
authors.forename: Robert
authors.initials: R
authors.lastname: Licht
authors.forename: Dirk J
authors.initials: DJ
authors.lastname: Bakker
mesh_terms: D001288:Attention; D002648:Child; D002675:Child, Preschool; D004292:Dominance, Cerebral; D004410:Dyslexia / Q000175:diagnosis* / Q000523:psychology / Q000628:therapy; D018479:Early Intervention, Educational; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007805:Language Development Disorders / Q000175:diagnosis* / Q000523:psychology / Q000628:therapy; D008297:Male; D009483:Neuropsychological Tests; D009949:Orientation; D010364:Pattern Recognition, Visual; D011932:Reading; D012073:Remedial Teaching; D012307:Risk Factors; D014825:Vocabulary