An Investigation into Feasibility of Visual Spatial and Phonological Interventions in Children with Dyslexia

By : Harshita Misra, Rajni Sahni

Page No: 243-251

Abstract
Specific Learning Disorder is a neurodevelopmental disorder, with difficulties in learning key academic skills with performance well below expected for age. The most commonly found SLD is Dyslexia. Children with dyslexia have phonological deficits; however, visual spatial deficits are considered significant predictor as well. A number of interventions and exist for management of Dyslexia, including provision of multi media input. The present study is an attempt to investigate the feasibility of newly developed play-based interventions for phonological skills, visual spatial skills and a multi modal intervention for children with dyslexia aged between 6 – 9 years. Pre and post intervention scores on tests for phonological skills (CTOPP -2) and visual spatial skills (DTVP – 2) were recorded. All the challenges and difficulties during the intervention phase were carefully noted and the results indicate that all the three developed interventions – phonological skills, visual spatial skills and multimodal intervention are feasible for the defined duration in terms of acceptability, implementation and practicality for the target population. 

Authors:
Harshita Misra : PhD Scholar, Dept of Psychology, University of Delhi. 
Prof. Rajni Sahni : Professor, Dept of Psychology, Daulat Ram College, University of Delhi.

DOI: https://doi.org/10.32381/JPR.2024.19.02.5