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Selected intervention methods for the memory and attention development in students with specific learning disabilities: a case-control study
Michal Vostrý, Barbora Lanková, Ilona Pešatová, Petra Hrbáčková, Jaroslava Jelínková
Status minimální Jazyk angličtina Země Česko
The presented results focus on selected intervention methods aimed at memory and attention development in students with specific learning disabilities. The research sample consisted of 30 pupils aged 9.1–10.0 years. This age range corresponds to the 3rd and 4th years of elementary school. The respondents were selected based on stratified sampling. The group was intentionally divided into experimental and control groups of 15 students each. The common denominator was the general diagnosis of moderately severe learning disability (according to ICD-10; specific developmental disorders of scholastic skills) for all pupils. We applied diagnostic tools focused on memory and attention to evaluate the effect of the intervention. These were mainly the Learning Memory Test, the Path Test and the Attention Concentration Test. The intervention in the form of individual therapy lasted from September 2021 to January 2022 and it took place 2 times per week for the duration of 30 minutes. The presented results point to a positive impact of the intervention in the experimental group.
Department of Languages Faculty of Education J E Purkyne University Czech Republic
Research Centre Faculty of Health Studies J E Purkyne University Czech Republic
Literatura
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- $a The presented results focus on selected intervention methods aimed at memory and attention development in students with specific learning disabilities. The research sample consisted of 30 pupils aged 9.1–10.0 years. This age range corresponds to the 3rd and 4th years of elementary school. The respondents were selected based on stratified sampling. The group was intentionally divided into experimental and control groups of 15 students each. The common denominator was the general diagnosis of moderately severe learning disability (according to ICD-10; specific developmental disorders of scholastic skills) for all pupils. We applied diagnostic tools focused on memory and attention to evaluate the effect of the intervention. These were mainly the Learning Memory Test, the Path Test and the Attention Concentration Test. The intervention in the form of individual therapy lasted from September 2021 to January 2022 and it took place 2 times per week for the duration of 30 minutes. The presented results point to a positive impact of the intervention in the experimental group.
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