The effects on intervening of dyslexia high-risk group middle and high school students in Childcare Facilities : Apply the intervention program improves auditory processing

아동 양육 시설의 난독증 고위험군 중·고등학생에 대한 중재 효과: 청각정보처리 개선 중재프로그램 적용

  • Kim, Eun-Hee (Dept. of Human Resource Development, Graduate School, Hoseo University) ;
  • Song, Sun-Hee (Dept. of Human Resource Development, Hoseo University)
  • 김은희 (호서대학교 대학원 인재개발학과) ;
  • 송선희 (호서대학교 인재개발학과)
  • Received : 2016.04.28
  • Accepted : 2016.07.20
  • Published : 2016.07.28


The study researches regarding changing in reading and auditory perception ability after intervening dyslexia high-risk group of middle and high school students for improvement on auditory processing of neurological factors, and then aims to make a systematic intervention program for dyslexia students in verifying efficacy. The target of study is dyslexia high-risk group of 168 middle and high school students after a preliminary screening test in Childcare Facilities which are vulnerable social group in Gyeonggi province. They are tested deeply by reading and auditory perception ability, and then 24 students are selected. They are tested 20 times by auditory perception simulation and fluent reading train in TOMATIS Method for improving auditory system which transmits language information, and then are taken by post tests. In conclusion intervention efficacy is sure because reading, understanding, and auditory processing ability are in significant change of statistical analysis after preliminary and post tests. It is an important achievement to show necessity of neurological science access in diagnosis and intervention method of dyslexia through the research.


dyslexia;reading ability;auditory processing;neurological factor;dyslexia intervention


Supported by : 경기도청


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