A protocol to examine the learning effects of ‘multisystem mapping’ training combined with post-training sleep consolidation in beginning readers

Abstract

Summary We have recently used randomized controlled trials to examine the impact of a short neuroscience-informed causal intervention using a targeted training to inhibit a deeply rooted visual mechanism (mirror invariance) that hinders literacy acquisition, combined with post-training sleep (for learning consolidation). Using this training protocol, we have shown unprecedented improvements in visual perception of letters, writing, and a two-fold increase in reading fluency in first graders. Here, we describe this ecologically valid school-based intervention protocol to probe inhibition of mirror invariance for letters, including the detailed training instructions, post-training sleep consolidation, as well as practical tips and potential adaptations to different school sizes. For complete details on the use and execution of this protocol, please refer to Torres et al., (2021) .

Neuroeducation, Classroom Interventions and Reading Comprehension: A Systematic Review of the 2010-2022 Literature

“…In relation to the previous point, another important limitation is that most studies analyzed here relied on artificially designed laboratory tests aimed at isolating cognitive, affective and/or social components, so that the results obtained from this do not allow for reflections on the contextual specificities of each classroom setting (De Witt et al, 2018;Giofré et al, 2018;Pegado et al, 2021;Potier et al, 2020;Wilson et al, 2021). Thus, studies that assess and analyze how contextually relevant intervention proposals can be applied by teachers across contexts are still incipient at best.…”

“…Emotional neuroeducational principle Pegado (2021) To examine the impact of a brief causal neuroscience-informed intervention using targeted training to inhibit a visual mechanism.…”

“…The theoretical foundations underpinning most of the research analyzed include perspectives on the Theory of Mind (ToM), which involved developing specific strategies to support cognitive skills through the organization of cooperative activities designed to promote socio-emotional development, as well as Graph Theory that identifies personal beliefs based on short and long-term memories (Bezerra Mota et al, 2016;Blair & Raver, 2014) were based principles of self-regulation (emotional principle) and behavioral modulation, to investigate the way these skills and a number of correlating variable would influence students' reading abilities in terms of, for example, speed, fluency and comprehension (Buono et al, 2020;Guerra & Mellado, 2017;Martins & Gotuzo, 2017;Pegado et al, 2021;Potier et al, 2020;Wilson et al, 2021). Other studies centered on investigating reading comprehension skills through the development of social skills; such is the case of the Mindfulness Program intervention and the Brain-Based Learning and Multisensory Instruction Program, both focusing on developing the brain more holistically (Müller et al, 2021;Soliman & Al-Madani, 2017).…”

“…Therefore, to keep students' high motivation towards reading, authors suggest providing verbal feedback and rewards for achievement to students during the activities. Moreover, students' self-regulation and behavioral modulation influences their academic outcomes, as self-regulated students are better at delaying immediate reward after a task in order to achieve more important long-term goals (Guerra & Mellado, 2017;Pegado et al, 2021).…”

“…Among the main limitations identified in the analyzed articles, it was found that studies often reflected on the drawbacks stemming from having small sample sizes, which jeopardizes the generalization of their results (Bezerra Mota et al, 2016;Giofré et al, 2018;Martins & Gotuzo, 2017;Pegado et al, 2021). In addition, most interventions focused on quantitative measures of the effectiveness and implementation of a given program, rather than its influence on teachers' and students' experiences and perceptions (Blair & Raver, 2014).…”