Efficacy of dynamic visuo-attentional interventions for reading in dyslexic and neurotypical children: A systematic review

Peters, Jessica L.; Losa, Lauren De; Bavin, Edith L.; Crewther, Sheila G.

doi:10.1016/j.neubiorev.2019.02.015

Cited by 65 publications

(59 citation statements)

References 93 publications

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“…Although several studies have shown the reading (Peters et al, 2019) and attentional (Bediou et al, 2018) effects of AVG training, the small sample in Experiment 3 and 4 could be a possible limit of the present study. Future research should investigate the reading and crowding effects of AVG in a larger sample of children with and without DD also in different orthographies (but see Franceschini et al, 2017b).…”

Section: Discussionmentioning

confidence: 86%

Is excessive visual crowding causally linked to developmental dyslexia?

et al. 2019

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For about 10% of children reading acquisition is extremely difficult because they are affected by a heritable neurobiological disorder called developmental dyslexia (DD), mainly associated to an auditory-phonological disorder. Visual crowding is a universal phenomenon that impairs the recognition of stimuli in clutter, such as a letter in a word or a word in a text. Several studies have shown an excessive crowding in individuals with DD, but the causal link between excessive crowding and DD is not yet clearly established. An excessive crowding might be, indeed, a simple effect of DD due to reduced reading experience. The results of five experiments in 181 children reveal that: (i) an excessive crowding only at unattended locations characterizes an unselected group of children with DD (Experiment 1); (ii) an extra-large spaced text increases reading accuracy by reducing crowding in an unselected group of children with DD (Experiment 2); (iii) efficient attentional action video game trainings reduce crowding and accelerate reading speed in two unselected groups of children with DD (Experiment 3 and 4), and; (iv) pre-reading crowding longitudinally predicts future poor readers (Experiment 5). Our results show multiple causal links between visual crowding and learning to read. These findings provide new insights for a more efficient remediation and prevention for DD.

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Section: Discussionmentioning

confidence: 86%

Is excessive visual crowding causally linked to developmental dyslexia?

et al. 2019

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“…Deficits have been found in those with reading difficulties in each of these aforementioned areas (Ramus et al, 2003;Reid et al, 2007;Menghini et al, 2010). Finally, while the current study does not address the mechanistic link of eye movements and reading, there are already a number of reading intervention studies that target eye movements (see reviews by Bucci, 2019;Peters et al, 2019).…”

Section: Limitations and Future Directionsmentioning

confidence: 88%

Eye Movements During RAN as an Operationalization of the RAN-Reading “Microcosm”

Peters

Bavin

2020

Front. Hum. Neurosci.

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Rapid Automatized Naming (RAN) is a strong predictor of reading aloud, though there is little agreement on what underpins RAN or how it relates to reading. Some theorize phonological skills, while others suggest that RAN reflects the "microcosm" of cognitive and attentional processes also required for reading, with more recent research using eye movements in an attempt to study this relationship. In the current study, we aimed to extend previous investigations to identify whether the temporal patterns of eye movements predict RAN and can, therefore, be established as a method to study the cognitive processes underlying RAN that could then be utilized to elucidate the relationship of RAN to reading. A Gazepoint eye tracker was used to record the eye movements of 93 learner readers aged 5-8 years (M age = 7.00) while performing a custom computerized alphabetic RAN task. Text reading accuracy, comprehension and rate; nonverbal intelligence; and phonological awareness abilities were also assessed. Regression analyses showed that, independently of phonological awareness, eye movements [Fixation Count (FC) and Fixation Duration (FD)] measured during RAN tasks were highly reflective of children's rapid naming performance (92.8%). Both mean FC and mean FD during RAN tasks also predicted text reading accuracy (36.3%), comprehension (31.6%), and rate (36.2%) scores, and in predicting these text reading skills there was a high level of shared variance with RAN performance. In a sub-sample of participants, longer average FDs and counts independently discriminated children with reading difficulties (n = 18; aged 7-9) from neurotypical children matched for age (n = 18), but not from younger neurotypical children matched for reading level (n = 18; aged 5-6). Together, these results suggest that the analysis of eye movements recorded during RAN allows for the operationalization of many of the spatially and temporallybound cognitive and attentional processes that underpin the RAN, and a step towards elucidating its relationship to reading.

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“…Taking all RRT features into account, we decided to compare the impact of RRT with a remediation intervention which is made up by combining two training programs: (a) a deep-rooted treatment for DD devised after Bakker's Balance Model and known as Visual Hemisphere-Specific Stimulation (VHSS), which is one of the most effective treatment for DD in the Italian background, according to the results of a large multicenter study comparing various types of treatments used in Italy by Tressoldi et al (2003) and (b) a recently proposed intervention which consists of playing action-videogames by the Nintendo Wii technology (Franceschini et al, 2013). Both these treatments in isolation have already documented their effectiveness in improving reading skills in Italian children with DD (for a recent systematic review, see Peters et al, 2019). In particular, (a) the VHSS treatment promoted a significant and stable enhancement in both reading fluency and accuracy (Lorusso et al, 2006(Lorusso et al, , 2011Peters et al, 2019), and (b) the action-videogames improved children's reading speed without any cost in accuracy (Franceschini et al, 2013;Gori et al, 2016;Peters et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Both these treatments in isolation have already documented their effectiveness in improving reading skills in Italian children with DD (for a recent systematic review, see Peters et al, 2019). In particular, (a) the VHSS treatment promoted a significant and stable enhancement in both reading fluency and accuracy (Lorusso et al, 2006(Lorusso et al, , 2011Peters et al, 2019), and (b) the action-videogames improved children's reading speed without any cost in accuracy (Franceschini et al, 2013;Gori et al, 2016;Peters et al, 2019). The comparison of results of an intervention based on the combination of these two treatments, one of long-lasting evidence of effectiveness and another clearly going beyond the traditional purely linguistic component, seemed both a reasonable and challenging choice for RRT, which aims at reaching the same two objectives thanks to only one (that is, resulting from the combination of two different methods in one single module) homogeneous training program.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Interventions for Developmental Dyslexia: Rhythmic Reading Training Compared With Hemisphere-Specific Stimulation and Action Video Games

et al. 2020

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Developmental dyslexia is a very common learning disorder causing an impairment in reading ability. Although the core deficit underlying dyslexia is still under debate, significant agreement is reached in the literature that dyslexia is related to a specific deficit in the phonological representation of speech sounds. Many studies also reported an association between reading skills and music. These findings suggest that interventions aimed at enhancing basic auditory skills of children with DD may impact reading abilities. However, music education alone failed to produce improvements in reading skills comparable to those resulting from traditional intervention methods for DD. Therefore, a computer-assisted intervention method, called Rhythmic Reading Training (RRT), which combines sublexical reading exercises with rhythm processing, was implemented. The purpose of the present study was to compare the effectiveness of RRT and that of an intervention resulting from the combination of two yet validated treatments for dyslexia, namely, Bakker's Visual Hemisphere-Specific Stimulation (VHSS) and the Action Video Game Training (AVG). Both interventions, administered for 13 h over 9 days, significantly improved reading speed and accuracy of a group of Italian students with dyslexia aged 8-14. However, each intervention program produced improvements that were more evident in specific reading parameters: RRT was more effective for improvement of pseudoword reading speed, whereas VHSS + AVG was more effective in increasing general reading accuracy. Such different effects were found to be associated with different cognitive mechanisms, namely, phonological awareness for RRT and rapid automatized naming for VHSS + AVG, thus explaining the specific contribution of each training approach. Clinical Trial registration: ClinicalTrials.gov NCT02791841.

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Efficacy of dynamic visuo-attentional interventions for reading in dyslexic and neurotypical children: A systematic review

Cited by 65 publications

References 93 publications

Is excessive visual crowding causally linked to developmental dyslexia?

Is excessive visual crowding causally linked to developmental dyslexia?

Eye Movements During RAN as an Operationalization of the RAN-Reading “Microcosm”

The Effectiveness of Interventions for Developmental Dyslexia: Rhythmic Reading Training Compared With Hemisphere-Specific Stimulation and Action Video Games

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