1,720,985 research outputs found
Revisiting multifactorial models of dyslexia: Do they fit empirical data and what are their implications for intervention?
No full textDevelopmental dyslexia can be viewed as the result of the effects of single deficits or multiple deficits. This study presents a test of the applicability of a multifactor-interactive model (MFi-M) with a preliminary set of five variables corresponding to different neuropsychological functions involved in the reading process. The model has been tested on a sample of 55 school-age children with developmental dyslexia. The results show that the data fit a model in which each variable contributes to the reading ability in a non-additive but rather interactive way. These findings constitute a preliminary validation of the plausibility of the MFi-M, and encourage further research to add relevant factors and specify their relative weights. It is further discussed how subtype-based intervention approaches can be a suitable and advantageous framework for clinical intervention in a MFi-M perspective
Orienting of visual attention and developmental dyslexia: differential effects of treatment programs
No full textHemispheric attentional and processing speed factors in the treatment of developmental dyslexia
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EFFECTS OF HEMISHERE-SPECIFIC STIMULATION VERSUS READING-FOCUSED TRAINING IN DYSLEXIC CHILDREN
No full textTwo groups of children with developmental dyslexia were treated over a
period of four months. Fourteen children received visual hemisphere-specific
stimulation (VHSS) and 11 children were treated with a customary,
reading-focused training programme (RT). Reading performance was
investigated before and after treatment, as were spelling abilities, phonemic
awareness and verbal memory. Improvement in reading accuracy was
significantly greater in the VHSS group than in the RT group. Significant
improvements were also observed for memory and phonemic skills. The
results were compared to existing data on spontaneous reading development.
The better results after single-hemisphere stimulation (VHSS) are discussed
in terms of the specific characteristics of the treatment, and of the possible
contributions of visual-spatial attention, memory functions and phonemic
awareness
Orienting of visual attention in dyslexia: evidence for asymmetric hemispheric control of attention
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