Article Sidebar

Submitted
May 29, 2024
Accepted
Jul 30, 2024
Published
Oct 30, 2024
Download
PDF
Statistic
Read Counter : 554 Download : 292

Downloads

Download data is not yet available.

Main Article Content

Abstract

Dyslexia is a disorder in the left brain's nervous system, which is crucial for identifying strephosymbolia to process meaning that will be used for reading, writing, and communication. Although dyslexia is a disorder that hinders normal learning processes, various interventions can be done to address the disorder. The purpose of this research is to provide a comprehensive understanding to researchers, prospective researchers, parents, and experts about the methods, measures, subjects, and approaches used by previous researchers related to interventions that can be given to dyslexic children. The focus of this research is on significant improvement and intelligent adaptation for future research design. This article adopts a qualitative approach with the Systematic Literature Review (SLR) research method. A literature review serves as the initial foundation to assist further research in the future to find information related to the topic to be studied and to avoid errors and benefit from their experience. The database used in the literature search is Harzing's Publish or Perish with online database sources from Google Scholar and Scopus. The search was done using several keywords in Indonesian and English separately, including 1) "Disleksia and Intervensi," and 2) "Dyslexia and Intervention." The search yielded 140 articles. After selection, coding, extraction, and analysis, only 13 articles met the criteria for analysis using the SLR method. All articles discussing this issue have a positive impact on addressing the disorders experienced by people with dyslexia. Proper management and continuous treatment processes are key to successfully implementing interventions. The findings imply that successful dyslexia interventions require a tailored approach that considers each child's unique needs and response to treatment. Furthermore, this study highlights the need for ongoing support and adaptive strategies to ensure the long-term effectiveness of these interventions, thereby enabling children with dyslexia to achieve improved literacy and communication skills over time.

Keywords

Dyslexia Intervention Systematic Literature Review (SLR) Individual Needs Sustained Support

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Hayati, R., Iswara, P. D., Muqodas, I., & Yuliani, A. (2024). Evaluating effective interventions for dyslexic children: Insights and future directions from a systematic literature review. ENLIGHTEN: Jurnal Bimbingan Konseling Islam, 7(1), 32-45. https://doi.org/10.32505/enlighten.v7i1.8542

References

  1. Awada, G., & Plana, M. G.-C. (2018). Multiple Strategies Approach and EFL Reading Comprehension of Learners with Dyslexia: Teachers’ Perceptions. International Journal of Instruction, 11(3), 463–476. https://doi.org/10.12973/iji.2018.11332a
  2. Baharun, H., Trisilia, N., Munjiat, S. M., & Hussen, B. T. A.-Z. (2022). Technical Assistance Program as A Media to Overcome the Problem of Children’s Dyslexia in Madrasah Ibtidaiyah. Al Ibtida: Jurnal Pendidikan Guru MI, 9(1), 74–87. https://doi.org/10.24235/al.ibtida.snj.v9i1.9804
  3. Brehmer, J., Daniels, P., Edwards, C. E., Proebstle, S., Rink, T. L., Rotarius, N., St. Martin, K., & Sayko, S. (2022). Michigan Dyslexia Handbook: A Guide to Accelerating Learner Outcomes in Literacy (1.0). Michigan Department of Education. www.michigan.gov/mde
  4. Creswell, J. W. (2014). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Fifth). Pearson Education.
  5. Faramarzi, S., Ghorbanchian, E., Gharaie, S., Sayyed, S. R. P., & Yarmohamadian, A. (2014). The effect of phonological educational intervention on the reading performance of students with developmental Dyslexia. Elixir Psychology, 72(4), 25532–25536.
  6. Ferrer, E., Shaywitz, B. A., Holahan, J. M., Marchione, K., & Shaywitz, S. E. (2010). Uncoupling of Reading and IQ Over Time: Empirical Evidence for a Definition of Dyslexia. Psychological Science, 21(1), 93–101. https://doi.org/10.1177/0956797609354084
  7. Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M., & Facoetti, A. (2013). Action Video Games Make Dyslexic Children Read Better. Current Biology, 23(6), 462–466. https://doi.org/10.1016/j.cub.2013.01.044
  8. Fusco, N., Germano, G. D., & Capellini, S. A. (2015). Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. CoDAS, 27(2), 128–134. https://doi.org/10.1590/2317-1782/20152014013
  9. Gabrieli, J. D. E. (2009). Dyslexia: A New Synergy Between Education and Cognitive Neuroscience. Science, 325(5938), 280–283. https://doi.org/10.1126/science.1171999
  10. Hulme, C., & Snowling, M. J. (2016). Reading disorders and dyslexia. Current Opinion in Pediatrics, 28(6), 731–735. https://doi.org/10.1097/MOP.0000000000000411
  11. Kemendikbud. (2023). KBBI Edisi V (5th ed.). Badan Pengembangan Bahasa dan Pembukuan, Kementerian Pendidikan dan Kebudayaan. https://kbbi.kemdikbud.go.id/Berand
  12. Le Jan, G., Le Bouquin-Jeannès, R., Costet, N., Trolès, N., Scalart, P., Pichancourt, D., Faucon, G., & Gombert, J.-E. (2011). Multivariate predictive model for dyslexia diagnosis. Annals of Dyslexia, 61(1), 1–20. https://doi.org/10.1007/s11881-010-0038-5
  13. Luo, Y., Wang, J., Wu, H., Zhu, D., & Zhang, Y. (2013). Working-memory training improves developmental dyslexia in Chinese children. Neural Regeneration Research., 8(5), 452–460. https://doi.org/doi:10.3969/j.issn.1673-5374.2013.05.009
  14. Martanti, F. (2018). Metode Struktural Analitik Sintetik dalam Pembelajaran Anak Disleksia. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 10(1), 17–28. https://doi.org/10.14421/al-bidayah.v10i1.127
  15. Nursara, S., & Rofiah, N. H. (2018). Efektivitas Media SAKURA (Susun Huruf, Suku Kata, dan Kata) Berbasis Multisensori untuk Meningkatkan Kemampuan Membaca bagi Anak Disleksia di Sekolah Dasar. Jurnal Fundadikdas (Fundamental Pendidikan Dasar), 1(2), 140–150. https://doi.org/10.12928/fundadikdas.v1i2.1726
  16. Olson, R. K., Keenan, J. M., Byrne, B., & Samuelsson, S. (2014). Why Do Children Differ in Their Development of Reading and Related Skills? Scientific Studies of Reading, 18(1), 38–54. https://doi.org/10.1080/10888438.2013.800521
  17. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 10(1), 89–99. https://doi.org/89 https://doi.org/10.1186/s13643-021-01626-4
  18. Purnomo, A., Azizah, I. N., Hartono, R., Hartatik, H., & Tri Bawono, S. A. (2017). Pengembangan Game untuk Terapi Membaca bagi Anak Disleksia dan Diskalkulia. Simetris : Jurnal Teknik Mesin, Elektro dan Ilmu Komputer, 8(2), 497–506. https://doi.org/10.24176/simet.v8i2.1351
  19. Sandman-Hurley, K. (2016). Dyslexia Advocate! : How to Advocate for a Child With Dyslexia within the Problem Education System (1st ed.). Jessica Kingsley Publishers. http://lccn.loc.gov/2015040989
  20. Sandra, L., & Soetikno, N. (2022). Applying Rapid Automatized Naming (RAN) To A Single Case Of Dyslexia In A Bilingual Child. 6(8), 7774–7781.
  21. Schulte-Körne, G. (2010). The Prevention, Diagnosis, and Treatment of Dyslexia. Deutsches Ärzteblatt International, 107(41), 718–727. https://doi.org/10.3238/arztebl.2010.0718
  22. Serrano, F., & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of Dyslexia, 58(1), 81–95. https://doi.org/10.1007/s11881-008-0013-6
  23. Shaywitz, S. E., & Shaywitz, J. (2020). Overcoming Dyslexia: Second Edition, Completely Revised and Updated. Sheldon Press.
  24. Subramaniam, V., Kunasegran, K., & Senthil, P. (2023). The Multisensory Method in Literacy Mastery of Dyslexic Students. Acta Biomed, 94(1), 1250–1272.
  25. Subramaniam, V., Mallan, V. K., & Mat, N. H. C. (2013). Multi-Senses Explication Activities Module for Dyslexic Children in Malaysia. Asian Social Science, 9(7), 241–267. https://doi.org/10.5539/ass.v9n7p241
  26. Subramaniam, V., & Nasir, N. S. A. (2020). Multisensory Therapy in Letter Reversal of Dyslexic Pupils. Universal Journal of Educational Research, 8(12), 7118–7130. https://doi.org/10.13189/ujer.2020.081279
  27. Widyorini, E., & Maria, J. van T. (2019). Disleksia: Deteksi, Diagnosis, Penanganan di Sekolah dan di Rumah (2nd ed.). Prenadamedia Group.
  28. Yuzaidey, N. A. M., Din, C. N., Ahmad, M., Ibrahim, N., Razak, R. A., & Harun, D. (2018). Interventions for children with dyslexia: A review on current intervention methods. Med J. Malaysia, 73(5), 311–320.