Effectiveness of Roleplay on Knowledge Regarding Dyslexia Among the Parents of Preschooler

Abstract

Learning to read is extremely difficult for about 10% of children across cultures because they are affected by developmental dyslexia (DD). According to the dominant view, DD is considered an auditory-phonological processing deficit. (Gori and Facoetti, 2014)However, accumulating evidence from developmental and clinical vision science, suggests that the basic cross-modal letter-to-speech sound integration deficit in DD might arise from a mild atypical development of the magnocellular-dorsal pathway which also contains the main fronto-parietal attentional network. Letters have to be precisely selected from irrelevant and cluttering letters by rapid orienting of visual attention before the correct letter-to-speech sound integration applies. Our aim is to review the literature supporting a possible role of perceptual learning (PL) in helping to solve the puzzle called DD(Gori-Facoetti-2013, no date). PL is defined as improvement of perceptual skills with practice. Based on the previous literature showing how PL is able to selectively change visual abilities, we here propose to use PL to improve the impaired visual functions characterizing DD and, in particular, the visual deficits that could be developmentally related to an early magnocellular-dorsal pathway and selective attention dysfunction. The crucial visual attention deficits that are causally linked to DD could be, indeed, strongly reduced by training the magnocellular-dorsal pathway with the PL, and learning to read for children with DD would not be any more such a difficult task. This new remediation approach - not involving any phonological or orthographic training - could be also used to develop new prevention programs for pre-reading children at DD risk. Effectiveness of roleplay knowledge regarding dyslexia among the parents of pre-schooler. A pre-experimental pre-test, post-test research design was used to conduct this study. Purposive sampling was the sampling method used to collect data from parents of pre-schoolers by providing structure multiple choice questionnaires. After collecting pre-test data, roleplay was done in front of parents of pre-schooler. Seven days were Assessment of knowledge based on criteria measurement (excellent, good, average, poor, very good). Post-test information was gathered after seven days from the day of learning intervention. Seven days was assigned after getting expert opinions as well as to give time for implication of knowledge through practice of knowledge regarding dyslexia. The mean pre-test knowledge score was 6.18 +/- 1.26 and mean post-test knowledge score was 14.45 +/- 2.99. There was a statistically significant improvement in the level of knowledge regarding dyslexia among parents of pre-schooler. There was a significant association of knowledge score in relation to age and education of pre-schoolers parents and age of pre-schoolers on roleplay regarding dyslexia. There was no significant association of knowledge score in relation to age, gender, education of parents of pre-schoolers. The study was effective because the post-test knowledge score improved than the pre-test knowledge score. So, the roleplay on dyslexia has proved to improve parents of pre-schoolers knowledge regarding dyslexia.