RESUMO
Objectives@#This study investigated the effectiveness of the intervention program for elementary school students with reading disorders. @*Methods@#The intervention program focused on phonological awareness, phonics, and decoding training applied individually to 25 children with a reading disorder by the teachers in charge for four months. To measure the efficacy, this study evaluated the word reading accuracy, fluency, and the related cognitive functions, including phonemic awareness, phonics, and rapid automatized naming using the Computerized Comprehensive Learning Test-Reading before and after the program. @*Results@#After the intervention, improvements were observed in the following: the reading fluency score and fluency percentile in the word attack test; reading accuracy rate, fluency score, and fluency percentile in the nonword decoding test; fluency score and fluency percentile in the rapid automatized naming tests; accuracy rate in the letter-sound matching test; accuracy rate in the nonword repetition test. On the other hand, there was no significant difference in the paragraph reading fluency test. According to the subtypes of reading disabilities, children with dyslexic or mixed types improved after the intervention. @*Conclusion@#Reading accuracy and fluency of school-aged children with reading disorders improved through the intervention program by the schoolteachers.
RESUMO
Objectives@#This study investigated the effectiveness of the intervention program for elementary school students with reading disorders. @*Methods@#The intervention program focused on phonological awareness, phonics, and decoding training applied individually to 25 children with a reading disorder by the teachers in charge for four months. To measure the efficacy, this study evaluated the word reading accuracy, fluency, and the related cognitive functions, including phonemic awareness, phonics, and rapid automatized naming using the Computerized Comprehensive Learning Test-Reading before and after the program. @*Results@#After the intervention, improvements were observed in the following: the reading fluency score and fluency percentile in the word attack test; reading accuracy rate, fluency score, and fluency percentile in the nonword decoding test; fluency score and fluency percentile in the rapid automatized naming tests; accuracy rate in the letter-sound matching test; accuracy rate in the nonword repetition test. On the other hand, there was no significant difference in the paragraph reading fluency test. According to the subtypes of reading disabilities, children with dyslexic or mixed types improved after the intervention. @*Conclusion@#Reading accuracy and fluency of school-aged children with reading disorders improved through the intervention program by the schoolteachers.
RESUMO
BACKGROUND: In the Korean Red Cross Blood Center, ABO blood typing are routinely performed only via red cell grouping at blood donations sites. However, when an error occurs in this process, it is impossible to issue a blood product contrary to the result of the blood type of the Blood Laboratory Center, thereby resulting in delayed supply. Therefore, efforts are needed to reduce typing errors at blood donation sites. METHODS: We analyzed 656,786 donor screenings between January 1, 2016 and December 31, 2016;we also analyzed the statistical data of donor ABO typing between 2013 and 2015. To reduce ABO typing error, we notified and trained nurses at Busan, Gyeongnam, Ulsan, and Daegu-Gyeongbuk Blood centers in June, 2016. We tried to confirm the improvement of ABO typing error at blood donation sites by comparing ABO typing before and after training. For data comparison, chi-square test was conducted (95% confidence interval, 0.05 significant level). RESULTS: The blood typing error rate was significantly lower (P=0.003) four months after training (0.005%) than before training (0.015%), and the blood typing error rate was significantly higher for the first blood donor (P<0.001). CONCLUSION: Educational training for nurses at blood donation sites may be effective in reducing ABO typing error. Continuous and regular training seems to be needed in future to reduce ABO typing error.