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This study aimed to examine the effects of a visual praxis‐based occupational therapy (VPOT) programme on reading and motor skills for children with developmental dyslexia (DD). Forty‐two children were included in the study. Additionally, before VPOT, the Reading‐Aloud and Reading‐Comprehension Test 2 (ORSRC‐2) and the Bruininks‐Oseretsky Motor‐Proficiency‐Test‐2‐Brief Form (BOT2‐BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC‐2 results were examined, VPOT was found to be an effective programme for improving reading skills. Additionally, when the final BOT2‐BF results were examined, VPOT was determined to be effective in improving motor skills (p < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT programme to solve problems in the physical and learning activities of children with DD. [ABSTRACT FROM AUTHOR]

This study aimed to examine the effects of a visual praxis‐based occupational therapy (VPOT) program on reading and motor skills for children with developmental dyslexia (DD). Forty‐two children were included in the study. Additionally, before VPOT, the Reading‐Aloud and Reading‐Comprehension Test 2 (ORSRC‐2) and the Bruininks‐Oseretsky Motor‐Proficiency‐Test‐2‐Brief Form (BOT2‐BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC‐2 results were examined, VPOT was found to be an effective program for improving reading skills. Additionally, when the final BOT2‐BF results were examined, VPOT was determined to be effective in improving motor skills (p < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT program to solve problems in the physical and learning activities of children with DD. [ABSTRACT FROM AUTHOR]