Evaluation of an exercise‐based treatment for children with reading difficulties

Reynolds, David; Nicolson, Roderick I.; Hambly, Helen F

doi:10.1002/dys.235

Cited by 117 publications

(108 citation statements)

References 40 publications

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“…As a follow-up to this assumption, early motor intervention in children with familial risk for language-based difficulties could also be beneficial to language development. There are some studies with school-aged children (Reynolds et al 2003), but well-designed intervention studies in infants would be needed to test this hypothesis further.…”

Section: Discussionmentioning

confidence: 99%

Early motor development and later language and reading skills in children at risk of familial dyslexia

Viholainen¹,

Ahonen²,

Lyytinen³

et al. 2006

Develop Med Child Neuro

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Relationships between early motor development and language and reading skills were studied in 154 children, of whom 75 had familial risk of dyslexia (37 females, 38 males; at-risk group) and 79 constituted a control group (32 females, 47 males). Motor development was assessed by a structured parental questionnaire during the child's first year of life. Vocabulary and inflectional morphology skills were used as early indicators of language skills at 3 years 6 months and 5 years or 5 years 6 months of age, and reading speed was used as a later indicator of reading skills at 7 years of age. The same subgroups as in our earlier study (in which the cluster analysis was described) were used in this study. The three subgroups of the control group were 'fast motor development', 'slow fine motor development', and 'slow gross motor development', and the two subgroups of the at-risk group were 'slow motor development' and 'fast motor development'. A significant difference was found between the development of expressive language skills. Children with familial risk of dyslexia and slow motor development had a smaller vocabulary with poorer inflectional skills than the other children. They were also slower in their reading speed at the end of the first grade at the age of 7 years. Two different associations are discussed, namely the connection between early motor development and language development, and the connection between early motor development and reading speed.

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Section: Discussionmentioning

confidence: 99%

Early motor development and later language and reading skills in children at risk of familial dyslexia

Viholainen¹,

Ahonen²,

Lyytinen³

et al. 2006

Develop Med Child Neuro

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“…20,21 Interventions aimed to improve magnocellular function have proved more controversial, [22][23][24] as have attempts to improve motor and cerebellar function. [25][26][27] Genetic studies [28][29][30][31][32][33] have led to a range of potential loci for chromosomal abnormality, with strong evidence for chromosomes 15 and 6, and more recently, chromosomes 2, 3, and 18. The genetic underpinning is, therefore, multifactorial and polygenic, leading to the conclusion that there must be different subtypes of dyslexia at the genetic level.…”

mentioning

confidence: 99%

Dyslexia, learning, and pedagogical neuroscience

Fawcett¹,

Nicolson²

2007

Develop Med Child Neuro

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The explosion in neuroscientific knowledge has profound implications for education, and we advocate the establishment of the new discipline of 'pedagogical neuroscience' designed to combine psychological, medical, and educational perspectives. We propose that specific learning disabilities provide the crucible in which the discipline may be forged, illustrating the scope by consideration of developmental dyslexia. Current approaches have failed to establish consensus on fundamental issues such as theoretical causes, diagnostic methods, and treatment strategies. We argue that these difficulties arise from diagnosis via behavioural or cognitive symptoms, even though they may arise from diverse causes. Rather than an inconvenience, variability of secondary symptoms within and across learning disabilities can inform both diagnosis and treatment. We illustrate how brain-based theories lead to radical restructuring of diagnostic methods and propose that there is an urgent need to develop genetic and brain-based diagnostic methods designed to lead to individuallyappropriate remediation and treatment methods.Pedagogy is the art and science of teaching and learning. The principles of behavioural learning theory (including study of reinforcement, habit, massed and distributed practice, rote learning, memory, and motivation) underpinned the pedagogy of the mid-20th century, but subsequently, a more eclectic, explicitly applied approach has evolved to the extent that practitioners have bemoaned the disappearance of pedagogy from education in the UK. 1 We argue that the extraordinary recent progress of research into cognitive neuroscience and genetics has provided new theoretical ideas to reunite the theoretical and applied perspectives, thereby transforming the processes of education. Craik 2 argued that 'in any well-made machine one is ignorant of the working of most of the partsthe better they work the less we are conscious of them… it is only a fault which draws our attention to the existence of the mechanism at all'. In the mid-1980s the cognitive neuropsychology approach applied these principles to patients with brain damage, arguing that their study could fractionate the workings of the mind in ways not possible in brains that function normally. In this article we propose that the study of the specific learning disabilities* (alternatively known as developmental disorders) may provide the same function for the development of pedagogical neuroscience. We illustrate the potential by discussion of developmental dyslexia.The earliest research in dyslexia adopted a medical perspective, 3,4 but more recently the educational perspective has taken precedence, largely because the manifestations of dyslexia are mainly in literacy and the impact is greatest for children in school. The prevalence of dyslexia in developed countries' school populations is around 5% 5,6 impacting not only on the development of literacy skills, but also throughout life. In a recent review of more than 1500 references on dyslexia, Demonet et al. 7 hig...

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“…Udział w programie jest dość kosztowny, bo wynosi około 4000 $ (Pennington, 2008). Skuteczność programu została zweryfikowana w 2003 roku przez zespół pod kierownictwem Reynoldsa (Reynolds i in., 2003). Okazało się, że 6-miesięczny trening istotnie wpłynął nie tylko na polepszenie funkcji motorycznych (zdolność utrzymywania równowagi, sprawność manualną), ale także funkcji językowych (zdolności fonologiczne, płynność fonetyczną i semantyczną, płynność czytania wyrazów prawdziwych i bezsensownych).…”

Section: Terapia Dysleksji Rozwojowejunclassified

Skuteczność programu Learning Breakthrough w terapii dysleksji rozwojowej

Rusiak

2017

FoliaPsych

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Abstrakt. Dysleksja rozwojowa to zaburzenie związane z trudnościami w czytaniu i pisaniu. W literaturze przedmiotu istnieje wiele hipotez mających na celu wyjaśnienie jego przyczyn. Jedną z nich jest teoria deficytu móżdżkowego. Zakłada ona, że głównym czynnikiem utrudniającym proces nauki czytania i pisania są dysfunkcje w budowie oraz funkcjonowaniu móżdżku, czego konsekwencją są deficyty procesu automatyzacji.Od kilku lat prowadzi się badania zmierzające do stworzenia narzędzi terapeutycznych pomocnych w niwelowaniu trudności obserwowanych u osób dyslektycznych. W chwili obecnej brakuje jednak przekonujących dowodów na temat ich skuteczności. Celem przeprowadzonego badania była ocena efektywności programu terapeutycznego Learning Breakthrough. W tym celu posłużono się czterema testami czytania, które wykonywane były dwukrotnie -przed i po 4-miesięcznym treningu. Oczekiwano poprawy wykonania testów czytania tylko u uczestników z grupy eksperymentalnej. Jednakże analiza statystyczna nie ujawniła żadnych istotnych różnic między wynikami otrzymanymi w preteście i postteście, tak pomiędzy grupą eksperymentalną, jak też i kontrolną. Uzyskane rezultaty sugerują, że interwencja terapeutyczna nie poprawiła poziomu czytania u osób dyslektycznych.Słowa kluczowe: dysleksja rozwojowa, terapia, deficyty móżdżkowe.

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Evaluation of an exercise‐based treatment for children with reading difficulties

Cited by 117 publications

References 40 publications

Early motor development and later language and reading skills in children at risk of familial dyslexia

Early motor development and later language and reading skills in children at risk of familial dyslexia

Dyslexia, learning, and pedagogical neuroscience

Skuteczność programu Learning Breakthrough w terapii dysleksji rozwojowej

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