Cognitive Processes Underlying Reading Improvement during a Rhythm-Based Intervention. A Small-Scale Investigation of Italian Children with Dyslexia

Cancer, Alice; Stievano, Giulia; Pace, Gabriella; Colombo, Alessia; Antonietti, Alessandro

doi:10.3390/children6080091

Cited by 15 publications

(12 citation statements)

References 28 publications

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“…Furthermore, RRT's efficacy was found to be comparable to that of a traditional reading intervention involving homework [49] and to that of a novel intervention involving visuo-spatial and attentional stimulations [50], with specific larger effects of RRT on pseudo-word reading speed. Finally, significant improvements following RRT were maintained three months after completion of the intervention [46]. Such evidence confirms the feasibility and efficacy of the RRT method for reading training in DD.…”

Section: Introductionsupporting

confidence: 67%

“…Besides the small sample size, one of the limitations of the present study was the lack of follow-up measures, which would assess the long-term effects of the intervention. However, a previous study on RRT showed that reading gains after intervention lasted for three months [46]. Although we expect that such results should be replicated in both inpresence and telerehabilitation settings, future investigations may compare the long-term effects of RRT in different administration conditions.…”

Section: Discussionmentioning

confidence: 74%

“…Among the reviewed effective interventions, RRT, a rhythm-based training software, was designed to improve reading in Italian students with DD [45][46][47]. The program includes beat-based reading exercises, in which the reader has to synchronize his/her speech with that of an isochronous beat with an increasing pace.…”

Section: Introductionmentioning

confidence: 99%

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Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading

et al. 2021

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The COVID-19 outbreak necessitated a reorganization of the rehabilitation practices for Learning Disorders (LDs). During the lockdown phase, telerehabilitation offered the possibility to continue training interventions while enabling social distancing. Given such an advantage of telerehabilitation methods for LDs, clinical research is still needed to test the effectiveness of diverse teletraining approaches by comparing their outcomes with those of face-to-face interventions. To compare the effectiveness of telerehabilitation vs. in-presence rehabilitation of dyslexia, a rhythm-based intervention for reading, called Rhythmic Reading Training (RRT), was tested in a small-scale clinical trial during the lockdown phase of the COVID-19 pandemic. Thirty children aged 8–13 with a diagnosis of developmental dyslexia were assigned to either a telerehabilitation or an in-presence rehabilitation setting and received RRT for 10 biweekly sessions of 45 min, supervised by a trained practitioner. The results showed that both telerehabilitation and in-presence rehabilitation were effective in improving reading and rapid automatized naming in children with dyslexia and that the effects were comparable between settings. Therefore, RRT was found to be effective in spite of the administration method (remote or in-presence). These results confirm the potential of telemedicine for the rehabilitation of LDs. Clinical Trial ID: NCT04995471.

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Section: Introductionsupporting

confidence: 67%

Section: Discussionmentioning

confidence: 74%

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Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading

et al. 2021

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“…A test-training-retest study showed the efficacy of RRT intervention on reading abilities of 14 junior high school students with DD, compared to a matched control group that received no intervention (Bonacina et al, 2015). Other test-training-retest small scale studies supported RRT efficacy in primary and junior high-school Italian students with DD, under different conditions (Cancer and Antonietti, 2017;Cancer et al, 2019).…”

Section: Rhythmic Reading Training (Rrt)mentioning

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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“…To date, there is a lack of studies utilizing real music rhythm to measure the rhythm induction for children with dyslexia. Even though the effects of musical training has been examined in individuals with reading problems (Cancer et al, 2019), but the rhythm induction of brain response in real musical beats for dyslexic children is still not investigated.…”

Section: Introductionmentioning

confidence: 99%

Neural Responses to Musical Rhythm in Chinese Children With Reading Difficulties

Chiang

Hämäläinen

et al. 2020

Front. Psychol.

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The perception of the musical rhythm has been suggested as one of the predicting factors for reading abilities. Several studies have demonstrated that children with reading difficulties (RD) show reduced neural sensitivity in musical rhythm perception. Despite this prior evidence, the association between music and reading in Chinese is still controversial. In the present study, we sought to answer the question of whether the musical rhythm perception of Chinese children with RD is intact or not, providing further clues on how reading and music might be interlinked across languages. Oddball paradigm was adapted for testing the difference of musical rhythm perception, including predictable and unpredictable omission, in elementary school children with RD and typically developing age-controlled children with magnetoencephalography (MEG). We used the cluster-based permutation tests to examine the statistical difference in neural responses. The event-related field (ERF) components, mismatch negativity (MMNm) and P3a(m), were elicited by the rhythmical patterns with omitted strong beats. Specifically, differential P3a(m) components were found smaller in children with RD when comparing the rhythmical patterns between predictable and unpredicted omission patterns. The results showed that brain responses to the omission in the strong beat of an unpredicted rhythmic pattern were significantly smaller in Chinese children with RD. This indicated that children with RD may be impaired in the auditory sensitivity of rhythmic beats. This also suggests that children with reading difficulties may have atypical neural representations of rhythm that could be one of the underlying factors in dysfluent reading development.

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Cognitive Processes Underlying Reading Improvement during a Rhythm-Based Intervention. A Small-Scale Investigation of Italian Children with Dyslexia

Cited by 15 publications

References 28 publications

Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading

Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading

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

Neural Responses to Musical Rhythm in Chinese Children With Reading Difficulties

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