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Beyond reading modulation: Temporo-parietal tdcs alters visuo-spatial attention and motion perception in dyslexia
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Action Video Games Enhance Attentional Control and Phonological Decoding in Children with Developmental Dyslexia
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In: Brain Sci (2021)
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Beyond Reading Modulation: Temporo-Parietal tDCS Alters Visuo-Spatial Attention and Motion Perception in Dyslexia
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In: Brain Sci (2021)
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Action video games enhance attentional control and phonological decoding in children with developmental dyslexia
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The effects of biliteracy in the narrative competence of Early Bilinguals: a macrostructure and a microstructure analysis
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The magnocellular-dorsal pathway dysfunction in developmental dyslexia: Case-control, longitudinal and intervention studies
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A different vision of dyslexia: Local precedence on global perception
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Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia
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Action video games improve reading and cross-modal attentional shifting as well as phonological skills in English-speaking children with dyslexia
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Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia
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Abstract:
Dyslexia is characterized by difficulties in learning to read and there is some evidence that action video games (AVG), without any direct phonological or orthographic stimulation, improve reading efficiency in Italian children with dyslexia. However, the cognitive mechanism underlying this improvement and the extent to which the benefits of AVG training would generalize to deep English orthography, remain two critical questions. During reading acquisition, children have to integrate written letters with speech sounds, rapidly shifting their attention from visual to auditory modality. In our study, we tested reading skills and phonological working memory, visuo-spatial attention, auditory, visual and audio-visual stimuli localization, and cross-sensory attentional shifting in two matched groups of English-speaking children with dyslexia before and after they played AVG or non-action video games. The speed of words recognition and phonological decoding increased after playing AVG, but not non-action video games. Furthermore, focused visuo-spatial attention and visual-to-auditory attentional shifting also improved only after AVG training. This unconventional reading remediation program also increased phonological short-term memory and phoneme blending skills. Our report shows that an enhancement of visuo-spatial attention and phonological working memory, and an acceleration of visual-to-auditory attentional shifting can directly translate into better reading in English-speaking children with dyslexia.
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Keyword:
Article
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URL: https://doi.org/10.1038/s41598-017-05826-8 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5517521/
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A different vision of dyslexia: Local precedence on global perception
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Dyslexia prevention by action video game training: behavioural and neurophysiological evidence
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Gori, Simone (orcid:0000-0002-6693-6122); Bertoni, Sara (orcid:0000-0002-0985-0373); Sali, Maria. - : Association for Research in Vision and Ophthalmology, 2016. : country:US, 2016
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