Journal of the Korean Academy of Child and Adolescent Psychiatry

Korean Academy of Child and Adolescent Psychiatry (대한소아청소년정신의학회)
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Efficacy of Learning Disorder Treatment for Reading or Mathematics Disorders: An Open Study

  • Hyunju Lee (Seoul Brain Research Institute) ;
  • Inhye Song (Seoul Our Child Academy) ;
  • Woo Young Kim (Seoul Brain Research Institute) ;
  • Hannah Huh (Seoul Brain Research Institute) ;
  • Eun Kyoung Lee (Seoul Brain Research Institute) ;
  • Jaesuk Jung (Seoul Our Child Academy) ;
  • Cheon Seok Suh (Seoul Our Child Academy) ;
  • Hanik Yoo (Seoul Brain Research Institute)
  • Received : 2023.11.03
  • Accepted : 2024.01.22
  • Published : 2024.04.01
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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.

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