Dislessia e tecnologie: quali evidenze di efficacia?

Micheletta, Silvia; Emili, Enrico Angelo

doi:10.13128/formare-14226

Cited by 3 publications

(1 citation statement)

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“…Thanks to the development of increasingly advanced technologies, innovative tele-rehabilitative techniques have progressively been disseminated that allow the execution of specific exercises through remote monitoring by the clinician; in this particular case, they consist of intensive and self-adaptive activities, in which the difficulty and duration of the task change automatically, adapting to the performance of the child, so that the complexity of the exercises is challenging [ 10 , 27 ]. These characteristics, together with the pleasantness and attractiveness, and the possibility to offer simultaneously multiple and multimodal stimulations of more sensory channels and immediate feedback on the accuracy and the level achieved through the software itself, are the basis of the greater benefits often documented in these types of interventions compared with traditional ones [ 28 , 29 , 30 ]. In addition, telerehabilitation offers many potential benefits for both the patient and the professional.…”

Section: Introductionmentioning

confidence: 99%

Telerehabilitation Pathways in Specific Learning Disorders: Improving Reading and Writing

et al. 2023

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Telerehabilitation has proved to be a useful tool for neurodevelopmental disorders in allowing timely and intensive intervention and preventing relapses; it is also widely used for specific learning disabilities (SLD), showing significant effects on reading abilities, but variables linked to its effectiveness have not been studied yet. The present study was aimed at testing the effectiveness of telerehabilitation on reading and writing in SLD children, comparing different treatment pathways, and considering the impact of training intensity and executive functions. Seventy-three children were enrolled (telerehabilitation group: 48 children, waiting list group: 25 children). The results showed significant improvements in reading fluency, text dictation, and executive functions in the training group. Children attending a combined training including reading tasks and rapid automatized naming processes improved in word reading fluency and text dictation. The number of training sessions and the change in executive functions significantly correlated with changes in reading accuracy. Here we show a new contribution to telerehabilitation research in SLD: telerehabilitation significantly enhanced learning abilities and executive functions. Training based on the learning task and the underlying processes significantly increased not only reading speed, according to previous studies, but also writing accuracy. The findings’ implications in clinical research and practice are discussed.

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Section: Introductionmentioning

confidence: 99%

Telerehabilitation Pathways in Specific Learning Disorders: Improving Reading and Writing

et al. 2023

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Lettura digitale vs lettura tradizionale: implicazioni cognitive e stato della ricerca

Nardi¹

2015

Form@re - Open Journal Per La Formazione in Rete

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Nardi

2022

Studi E Saggi

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In the current media landscape, digital devices seem to undermine traditional learning and reading practices. Overwhelmed by cognitive overload and a flood of information stimuli, constantly busy scrolling through touch screens, today's readers often show a "distracted", hasty and “impatient” approach; they skim-read through text without in-depth comprehension, thus risking to miss out on the full understanding of meanings. Following the increased diffusion of digital reading, both inside and outside of schools, researchers are called upon to evaluate its strengths and weaknesses, prerogatives and risks. Do the new reading modalities restructure our cognitive habits and our thinking? Is it better to read on paper or through digital texts? Does online reading require new competencies and skills? How can we teach students to read “critically” on the screen? These are just some of the questions which this volume will try to answer, benefiting from the contribution of various branches of knowledge ranging from pedagogy to media studies, from cognitive psychology to neuroscience; standing in between the two opposing views of the "myth of superficiality" and the "myth of depth", and avoiding both uncritical optimism regarding the present and nostalgic idealization of a past forever lost.

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Dislessia e tecnologie: quali evidenze di efficacia?

Cited by 3 publications

References 13 publications

Telerehabilitation Pathways in Specific Learning Disorders: Improving Reading and Writing

Telerehabilitation Pathways in Specific Learning Disorders: Improving Reading and Writing

Lettura digitale vs lettura tradizionale: implicazioni cognitive e stato della ricerca

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