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KMID : 1123620220200010014
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Journal of Korean Society of Sensory Integration Therapists
2022 Volume.20 No. 1 p.14 ~ p.25
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Effects of Brain-Timing Training on Reading Abilities: A Retrospective Comparative Study
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Chung Mi-Yang
Park Ji-Young
Jung Hyo-Sim
Yoo Yeon-Hwan
Hong Seung-Pyo
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Abstract
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Objective : The purpose of this study was to investigate the effect of brain-timing training using an Interactive Metronome (IM) on the reading abilities of children with low brain-timing abilities.
Methods : A single-group pretest and posttest (retrospective study) were conducted in 8 children whose timing abilities were lower than that for their age average and who were trained from 2019 to 2021. Brain-timing training was conducted 2 or 3 times per week, with 70 sessions in total and 40?50 minutes per session, depending on the developmental characteristics of the child. Changes in brain-timing ability before and after the training were measured using the IM Long-Form Assessment (LFA), and reading ability was measured using the Basic Academic Skills Assessment:Reading (BASA:R).
Results : On the basis of the results of the brain-timing ability evaluation using the LFA, the reaction times of all the children during motor tasks were decreased, resulting in statistically significant improvements in their brain-timing abilities (p < .05). Moreover, the raw scores in the BASA:R reading and fill-in-the-blank tests were significantly improved (p < .05).
Conclusion : This study is meaningful in that it presents a clinical basis for brain-timing training to improve the reading abilities of children.
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KEYWORD
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Brain-timing, Interactive metronome (IM), Reading ability, Basic Academic Skills Assessment: Reading (BASA:R)
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