1,721,052 research outputs found
La musica nella riabilitazione della dislessia: dati a favore dell’efficacia del “training lettura ritmica”
No full textL’interesse verso la musica come strumento da impiegare in ambito riabilitati- vo è aumentato sempre più negli ultimi anni. In uno specifico settore sono stati in- dagati gli effetti che un training a base musicale può avere sulle abilità di lettura in soggetti con dislessia. Con il presente contributo si intende illustrare i dettagli di un progetto nato in ambito italiano avente lo scopo di ideare un training musi- cale per la riabilitazione della dislessia. Il lavoro di ricerca ha portato alla creazio- ne di un software denominato Training Lettura Ritmica (TLR) rivolto a bambini con disturbo della lettura. L’allenamento prevede l’utilizzo della componente rit- mica associata a compiti di elaborazione fonologica. Sono qui riportati i risultati ottenuti in diverse ricerche aventi l’obiettivo di valutare l’efficacia del training tramite la sua applicazione con soggetti con dislessia. Dai dati raccolti è stato pos- sibile verificare l’efficacia del training nell’incrementare le competenze legate alla lettura
Music-based and auditory-based interventions for reading difficulties: A literature review
No full textRemediation of reading difficulties through music and auditory-based interventions in children with impairments in reading (such as developmental dyslexia) has been suggested in light of the putative neural and cognitive overlaps between the music and language domains. Several studies had explored the effect of music training on reading development, showing mixed results. However, to date, the meta-analyses on this topic did not differentiate the studies on typical children from those on children with reading difficulties. To draw a clear picture of the remedial effects of music-based and auditory-based interventions, the present review of the literature included studies on struggling readers only. Eighteen studies have been categorized according to the type of the main training activity – either specific auditory training or more broad music training – and the combination with reading exercises. The reviewed studies showed that musical and auditory interventions yielded a positive, but not consistent, effect on reading. Nevertheless, significantly larger improvements of phonological abilities, relative to the control conditions, were overall reported. These findings support the hypothesis of a transfer effect of musical and auditory training on phonological and literacy skills in children with reading difficulties
Deepening temporal cues in reading manipulations for dyslexia: A commentary on Horowitz-Kraus et al. (2023)
No full textThe aim of this commentary is to discuss the role of temporal cues in reading tasks designed to improve reading perfor- mance in individuals with dyslexia, based on the findings of the study by Horowitz-Kraus and colleagues (2023)
IMPROVING READING SKILLS IN STUDENTS WITH DYSLEXIA: THE EFFICACY OF A RHYTHM-BASED TRAINING
No full textLa dislessia evolutiva (DE) è associata ad un deficit di elaborazione temporale degli stimoli uditivi, secondario ad un'attività oscillatoria neurale atipica, che si ritiene contribuisca alle difficoltà fonologiche e di lettura. Per favorire un entrainment più accurato alle proprietà spettro-acustiche degli stimoli uditivi negli studenti con DE, abbiamo esplorato la possibilità di sincronizzare la prosodia durante la lettura con una stimolazione ritmica uditiva. Pertanto, è stato realizzato un programma di intervento per la DE, chiamato Training Lettura Ritmica (TLR). Tre studi test-training-retest hanno mostrato l'efficacia di questa nuova metodologia nel miglioramento delle capacità di lettura in individui italiani con DE, sia in età evolutiva che adulti. Lo studio 1 ha mostrato che il TLR ha portato a miglioramenti della lettura in studenti di scuola primaria e secondaria di primo grado con DE paragonabili a quelli di un intervento risultante dalla combinazione di due trattamenti già validati per la DE, con un effetto lievemente maggiore sulla rapidità di lettura. Inoltre, la consapevolezza fonologica e la capacità di riproduzione ritmica sono migliorate. Lo studio 2 ha esplorato gli effetti a breve e medio termine del TLR, quando combinato con un allenamento uditivo specifico in bambini e preadolescenti con DE, che sono risultati comparabili a quelli di un intervento multi-componenziale personalizzato. Infine, nello studio 3 il TLR è stato applicato con successo ad una popolazione adulta, ossia studenti universitari con DE, anche quando somministrato in combinazione a neuromodulazione (tDCS), la quale aumenta la plasticità delle aree coinvolte.Developmental dyslexia (DD) is associated with deficiencies in temporal processing of auditory stimuli, depending on atypical oscillatory neural activity, that are considered to contribute to phonological and reading impairments. To induce a more accurate entrainment to the spectral properties of auditory stimuli in students with DD, we explored the possibility to synchronize speech prosody during reading with an external rhythmical auditory stimulation. Accordingly, an intervention program for DD, called Rhythmic Reading Training (RRT), was devised. Three test-training-retest studies supported the efficacy of this novel methodology on reading skills of both young and older populations of Italian individuals with DD. Study 1 showed that RRT yielded reading improvements in primary and junior high-school students with DD comparable to those of an intervention resulting from the combination of two already validated treatments for DD, with a slightly larger effect on reading speed. Moreover, phonological awareness and rhythm reproduction improved along. Study 2 explored RRT short- and medium-term effects when combined with a specific auditory training in children and preadolescents with DD, which were found to be comparable to those of a personalized multi-componential intervention. Finally, in study 3 RRT was successfully applied to an older population, namely undergraduate students with DD, also when in combination with a neuromodulation technique (namely, tDCS) boosting plasticity of the involved networks
A Rhythmic Intervention to Improve Reading Skills in Dyslexic Adults: Evidence from a Single Case Study
No full textRhythmic Reading Training (RRT) is a computerized intervention for Developmental Dyslexia (DD) which combines sublexical reading exercises with rhythm processing training. The efficacy of RRT in improving reading skills of children with DD between the age of 8 and 13 has already been showed to be significant and comparable to other validated treatments. Following these promising results, we are now interested in investigating the effect of the intervention, suitably modified, on dyslexic adults. Here is presented the first administration of RRT to an adult with DD. G.T. is a 20-years-old undergraduate of average intelligence who received the first diagnosis of DD in primary school. G.T. took part in 10 individual sessions of 45 minutes over two weeks in which RRT was implemented by a trainer. The participant’s reading skills, verbal working memory, and rapid automatized naming skills were assessed before and after the intervention period. A follow-up assessment took place one month after the end of the intervention. Results showed that RRT enhanced both G.T.’s reading accuracy and reading speed of text, words, and pseudo-words. The highest improvements were recorded in reading speed, namely, the parameter that can usually be hardly modified in subjects with DD. Moreover, improvements in verbal working memory and rapid automatized naming occurred. These gains were maintained for a month after the end of the intervention. This first case study will encourage further research using RRT as an intervention for improving reading skills in dyslexic adults
Neuroethical Issues in Cognitive Enhancement: the Undergraduates’ Point of View
No full textTo date, legitimacy of the application of cognitive enhancement programs to healthy individuals is still fueling neuroethics discussions. The aim of the present investigation is analyzing naïve conceptions of the ethical implications of different prac- tices—namely, non-invasive brain stimulation (NIBS), psychotropic drugs, diet, hydration, and physical activity—which can be followed to enhance cognitive performance. An online survey targeted the opinions of the general public about the efficacy of the neuroenhancement techniques and ethical concerns in different contexts. Measures of general self-efficacy and beliefs about intelligence have been collected as well. Responses of 89 Italian undergraduate students of medicine or psychology were analyzed statistically and thematically. Findings supported the notion that passive ways of enhancing human performance, which fail to imply any personal effort and individual responsibility, are conceived as infringing moral rules, regardless of the context where they are implemented
Dislessia e musica: dai meccanismi comuni ai trattamenti
No full textIl lavoro ha lo scopo di presentare i principali contributi riguardanti il rapporto tra dislessia evolutiva e musica. In questi ultimi anni l’attenzione di diversi autori si è concentrata sullo studio della relazione che intercorre tra le abilità di lettura e quelle musicali, assumendo che esistano meccanismi comuni di analisi sottesi ai processi di lettura e all’elaborazione musicale. Le ricerche condotte evidenziano che la musica può facilitare l’acquisizione delle competenze implicate nella lettura, aprendo la strada alla realizzazione di nuovi percorsi riabilitativi
per il trattamento della dislessia. Occorre sottolineare che il potenziamento delle abilità di analisi e di produzione di stimoli musicali può essere indirizzato a ridurre il livello di compromissione della lettura, mantenendo un elevato livello di coinvolgimento da parte di coloro che si sottopongono al trattamento
Empowering Spatial Abilities in Middle-Aged and Older Adults: The efficacy of a Spatial Training
No full textSpatial ability is a high-order cognitive skill that plays an important role in daily problem solving. For this reason, the age-related decline in such an ability, which is well documented in the literature, prompts the search of ways to empower spatial cognition in older people so to support the quality of their life. In this perspective, an intervention program for middle-aged and older adults, called Visual-train, was devised. Thirty-two healthy volunteers aged 51–79 years took part in a four-week training period, consisting of three weekly 90-min sessions and daily homework assignments. Mental rotation improvements after the intervention were compared to those of 32 paired controls who received no intervention. Results indicated that Visual-train had a positive effect on mental rotation performance. Moreover, according to previous literature, the male superiority in mental rotation at baseline was found. Implications for reducing age-related decline in spatial cognition are discussed
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