Effects of short-term memory therapy using spoken stimuli and reading stories in children who do not understand what they read
Not Applicable
- Conditions
- Dyslexia.F02.463.188.357F01.525.200.310.250F02.463.425.540.407F02.463.188ComprehensionChild LanguageMemory, Short-TermCognitionC10.597.606.150.500.300
- Registration Number
- RBR-53ds9z
- Lead Sponsor
- Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulos
- Brief Summary
Not available
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- Data analysis completed
- Sex
- Not specified
- Target Recruitment
- Not specified
Inclusion Criteria
age between 8 and 10 years and 11 months; attending the fourth or fifth year of elementary school; not having speech therapy because of difficulties in reading, writing and speaking; have no syndromes or hearing or visual loss.
Exclusion Criteria
percentage greater than 25% of absences during the 15 days of therapy (intervention meetings); not carry out the activities during the meetings.
Study & Design
- Study Type
- Intervention
- Study Design
- Not specified
- Primary Outcome Measures
Name Time Method Children who participated in the intervention based on shared reading of stories as well as those who participated in the training in working memory presented a statistically superior performance in the comprehension of sentences written in the post workout (comparison of each group before and after treatment);<br><br>Data collected through standardized instruments for the Brazilian population. These were applied before and after the 15 intervention meetings;<br><br>P-value and mean score in the pre and post-sentence sentence comprehension test: history intervention group (pre: 25 points, post: 33 points, p-value: 0.0001); intervention group in working memory (pre: 28 points, post: 34 points, p-value: 0.0001); control group (pre: 36 points, post: 36 points, p-value: 0.1);
- Secondary Outcome Measures
Name Time Method