Effects of visual hemisphere-specific stimulation versus reading-focused training in dyslexic children.
Two 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.
Lorusso
Maria Luisa
ML
Scientific Institute, E. Medea, Unit of Cognitive Psychology and Neuropsychology of Developmental Disorders, Bosisio Parini, Lecco, Italy. mluisa@bp.lnf.it
Facoetti
Andrea
A
Paganoni
Pierluigi
P
Pezzani
Marco
M
Molteni
Massimo
M
D000293:Adolescent; D000704:Analysis of Variance; D001288:Attention / Q000502:physiology; D002648:Child; D004410:Dyslexia / Q000534:rehabilitation*; D005260:Female; D007839:Functional Laterality / Q000502:physiology*; D006801:Humans; D008297:Male; D008568:Memory / Q000502:physiology; D010700:Phonetics; D010775:Photic Stimulation / Q000379:methods*; D011932:Reading; D012073:Remedial Teaching / Q000379:methods*; D013997:Time Factors; D014706:Verbal Learning / Q000502:physiology