title: [Reading aloud as rehabilitation method for children with dyslexia detected at the first grade in their primary school].
abstract: We provided reading aloud instructions to a child who was diagnosed with dyslexia in a regular class of 69 first graders, comprising 33 boys and 36 girls, during a test of reading sentences aloud. The instructions consisted of a 2-step approach, i.e., decoding instruction and vocabulary instruction. First, a decoding instruction, which emphasized an important point in effortless decoding, was presented to the child. Next, a vocabulary instruction, which aimed to facilitate word-form recognition, was provided. We found that, the decoding instruction was effective in decreasing the number of reading errors, and that the vocabulary instruction was effective against reducing the time taken to read aloud.
authors.affiliation: Department of Regional Education, Faculty of Regional Sciences, Tottori University, Tottori. koeda@rstu.jp
authors.forename: Tatsuya
authors.initials: T
authors.lastname: Koeda
authors.forename: Hitoshi
authors.initials: H
authors.lastname: Uchiyama
authors.forename: Ayumi
authors.initials: A
authors.lastname: Seki
mesh_terms: D000161:Acoustic Stimulation / Q000379:methods; D002648:Child; D002663:Child Language; D004410:Dyslexia / Q000175:diagnosis / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D008297:Male; D011932:Reading; D014825:Vocabulary