ABSTRACT

Several previous studies have shown an overrepresentation of reading and writing difficulties among patients in psychiatric clinics. However, few studies have conducted reading interventions aimed at improving patients’ reading ability. The present study aimed to investigate the sustainability of a previously implemented reading intervention one year after completion. Furthermore, the purpose was to examine how patients perceived a reading intervention and how they experienced their previous schooling. Participants comprised 20 patients who had previously undergone 13 sessions of reading interventions. The results showed that the patients had maintained the same reading level they had immediately after the interventions ended. Most participants had experienced troublesome schooling. However, they perceived reading interventions as a rewarding and meaningful activity at the institutions. The results are discussed concerning social, pedagogical, and psychological aspects.

摘要

之前的几项研究表明，精神病诊所的患者存在阅读和写作困难的比例过高。然而，很少有研究进行旨在提高患者阅读能力的阅读干预。本研究旨在调查先前实施的阅读干预措施完成一年后的可持续性。此外，目的是检查患者如何看待阅读干预以及他们之前的学校教育经历如何。参与者包括 20 名之前接受过 13 次阅读干预的患者。结果显示，患者的阅读水平与干预结束后相同。大多数参与者都经历过困难的求学经历。然而，他们认为阅读干预是机构中一项有益且有意义的活动。研究结果涉及社会、教学和心理方面。