Article Per Year (5 Year)
p-Index From 2021 - 2026
1.704
P-Index
This Author published in this journals
All Journal World Psychology Journal Markcount Finance Rechtsnormen Journal of Law Sharia Oikonomia Law Journal Darussalam: Journal of Psychology and Educational Journal of Selvicoltura Asean Research Psychologie, Orientation et Conseil Research of Scientia Naturalis Journal of Biomedical and Techno Nanomaterials Journal of Social Entrepreneurship and Creative Technology
Kiat, Ton
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
A Neurocognitive Approach to Early Reading Intervention for Elementary School Children with Dyslexia Purnama, Yulian; Krit, Pong; Kiat, Ton
Research Psychologie, Orientation et Conseil Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v2i4.2525

Abstract

Early reading difficulties, particularly dyslexia, pose significant challenges for elementary school children, affecting academic achievement and long-term literacy development. Neurocognitive research suggests that deficits in phonological processing, working memory, and rapid automatized naming are core contributors to reading impairments. Understanding these underlying cognitive mechanisms is crucial for designing effective early reading interventions that target both skill acquisition and brain-based processing. This study aims to investigate the efficacy of a neurocognitive-based early reading intervention for children with dyslexia, focusing on improvements in reading fluency, decoding accuracy, and phonological awareness. A quasi-experimental design was employed with 60 elementary school participants diagnosed with dyslexia, divided into intervention and control groups. Standardized neurocognitive assessments and reading tests were administered pre- and post-intervention. Results indicated that children receiving the neurocognitive intervention demonstrated significant gains in decoding accuracy, reading fluency, and phonological awareness compared to the control group. The study concludes that interventions informed by neurocognitive principles can effectively enhance reading outcomes for children with dyslexia, providing both practical and theoretical insights into tailored literacy instruction.  
Co-Authors Aris Krisdiyanto Chai, Napat Chai, Nong Fitri, Aroviani Amsa Fitriani, Wahida Imron Natsir, Imron Kartika Nur Fathiyah Krit, Pong Lek, Siri Muntasir, Muntasir Pong, Ming Purnama, Yulian Rindang, Adelia Rosul, Ahmad Som, Rit Syunikitta, Mirwanti Thai, Aom Yeni, Putri Yovita Yovita