engleski

Evaluation of the REI Model Effectiveness in the Reading Improvement of a Student with Dyslexia

The REI model, who’s starting points are similar to the hierarchical models of neurocognitive development, has resulted in the formulation of an under-researched method of dyslexia treatment. In addition to one published work by the Kenda in 2014 on the method that is based on, among other things, an innovative form of support for analysis and synthesis processes in reading, there are currently few unpublished studies on the model’s effectiveness. The main goal is to test the effectiveness of the REI model in improving reading skills by comparing the results of a girl diagnosed with dyslexia that participated in an REI treatment with that of a control participant (standard reading exercises also conducted by a speech therapist) and with the average scores of other students in the same grade (n = 20). With parents providing their informed consent, the REI method was conducted with the girl for a year, during her third grade of primary school. The development of reading skills in all participants was monitored by a one-minute word-list test (Furlan, 1965 ; versions e and B) at several time points: initial condition, condition after 3 and 12 months of the treatment, and, in order to check the delayed effects of the method, four months after treatment. The number of correctly written and misspelled words was monitored, as well as their corrected ratio in terms of the average number of correctly read words in a given unit of time. When comparing the girl's achievement with those of the control participant and with the group of children from the same class, as the REI model predicted, there was a relative decrease in the first three months and a subsequent increase in the 12th month. At that time, the number of errors in her reading was equal to the average of the group, and on an alternative test with new words she had significantly fewer mistakes and a better correct to misread words ratio, when compared to the average of the group. Also, at the end of treatment, her result exceeded the achievement of the control participant on all observed parameters. She maintained such relative achievement even after four months when she was better than the control subject on all indicators, reducing the lag when compared to the group average in absolute word count and achieving relative ratio with a significantly better score when compared to the average result of other children in her class. These results indicate the potential of the REI method that needs to be verified by additional evaluative studies on a larger sample of participants.

Reading ; Analysis and Synthesis ; Dyslexia ; Evaluation Research ; REI model

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