Effects of computerized cognitive training for children with dyslexia: An ERP study

Lotfi, Salahadin; Rostami, Reza; Shokoohi–Yekta, Mohsen; Ward, Richard T.; Yeganeh, Negin Motamed; Mathew, Abel S.; Lee, Han-Joo

doi:10.1016/j.jneuroling.2020.100904

Cited by 13 publications

(9 citation statements)

References 45 publications

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“…These results are in line with those of previous studies showing that remote treatment of dyslexia may improve reading speed and accuracy after only a few weeks of treatment, fostering automatization of the reading process [ 22 ]. In addition, a recent study on the effects of computerized cognitive training on visual-spatial working memory and reading performance showed that improvements in attention and visual-spatial working memory lasted for a period of 6 months after treatment [ 39 ].…”

Section: General Discussion and Conclusionmentioning

confidence: 99%

Remote Neuropsychological Intervention for Developmental Dyslexia with the Tachidino Platform: No Reduction in Effectiveness for Older Nor for More Severely Impaired Children

2022

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Tachidino is a web-platform for remote treatment of reading and writing disorders. A total of 91 children with developmental dyslexia and/or dysorthographia participated in the present study and received Tachidino treatment. The purpose of the study was to compare results obtained after four weeks treatment and a six-month follow-up in older versus younger children and in more versus less severely impaired children (separately subdividing them according to reading speed, reading accuracy, and writing accuracy). The results showed no difference in improvement for reading accuracy and speed in the three age groups, but children below 9 years improved more than older children in writing accuracy. Regarding severity groups, children with more severe initial impairments improved more than children with less severe impairments. Additionally, the results were confirmed after controlling for spurious effects due to use of Z-scores and regression to the mean. The findings are discussed in terms of their theoretical and practical implications.

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Section: General Discussion and Conclusionmentioning

confidence: 99%

Remote Neuropsychological Intervention for Developmental Dyslexia with the Tachidino Platform: No Reduction in Effectiveness for Older Nor for More Severely Impaired Children

2022

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“…This suggests that exercising WM might consequently improve the quality of reading. In line with this position, using specifically designed computerized cognitive training to target the recall span and the efficiency of visuospatial processing within WM, these researchers showed their training resulted in a significant improvement in decoding, reading rate, and comprehension of dyslexic readers (Shiran & Breznitz, 2011;Lotfi et al, 2020).…”

Section: Discussionmentioning

confidence: 84%

“…Therefore, automatic reading fluency is not achieved, rendering sematic impairment (Giovagnoli et al, 2016). In line with this hypothesis, more recent findings of Shiran and Breznitz (2011) and Lotfi et al (2020) have emphasized the relationship between a larger VWM capacity and reading skill improvement among dyslexic individuals, suggesting the pivotal role these processes have in impacting these individuals' performance. They argued that WM deficits in individuals with dyslexia go beyond verbal processing and can rather stem from visuospatial subsystem of the WM.…”

Section: Discussionmentioning

confidence: 88%

“…As such, we investigated the P300 component in both the VOT and V1-Back. P300 values were quantified as the mean amplitude between 350-500 ms for V1-Back and 450-600 ms for VOT following the onset of stimuli in both tasks (Lotfi et al, 2020). We examined P300 activity from central midline (Cz electrode; Sokhadze et al, 2017) for the VOT task, and parietal midline (Pz electrode; Evans et al, 2011;Polich, 2007) for the V1-Back.…”

Section: P300mentioning

confidence: 99%

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Limited Visual Working Memory Capacity in Children with Dyslexia: An ERP Study

Lotfi

Ward

Mathew

et al. 2022

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Some researchers suggest that deficits in attention and working memory influence the development of dyslexia, whereas others propose that these deficits are more likely due to reduced global processing speed. The current study aimed to investigate behavioral performance in children with dyslexia compared to typically developing controls on two tasks: a visual oddball task for attention and an n-back task for working memory. We measured P300 event-related potentials (ERP) amplitude and latency for both tasks. Our results demonstrated reduced behavioral accuracy and P300 amplitude for the children with dyslexia compared to their typically developing peers in both the n-back and visual oddball tasks. We also found no differences in response time or P300 latency between these groups on either task. These findings support the idea that children with dyslexia experience deficits in cognitive processes related to working memory and attention, but do not exhibit decreased global processing speed on these tasks.

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“…Los resultados arrojaron una respuesta favorable en el grupo de dislexia y grupo control, observándose mejoras en la atención/percepción y MT/procesamiento de la información, lo que indica un mejor rendimiento en la precisión, tiempos de reacción y utilización de recursos cognitivos (Horowitz-Kraus, 2015). Existen otros hallazgos que concluyen resultados neurocognitivos favorables después de un entrenamiento computarizado adaptativo sobre la MT visual-espacial, mejorando habilidades fundamentales en la lectura de niños con dislexia (control de respuesta de tareas visuales, atención selectiva y control inhibitorio) (Lotfi et al, 2020). La disgrafía comprende dificultades significativamente inferiores en la ejecución manual, velocidad, legibilidad, MT, planificación u organización de la escritura, lo que produce letras desproporcionadas, sobre-escritas e irreconocibles, ocasionadas por una desconexión entre los procesos cognitivos y motores.…”

Section: Características De Las Fe En El Teapzunclassified

Atención y las funciones ejecutivas en el Trastorno Especifico del Aprendizaje

et al. 2022

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El Trastorno Especifico del Aprendizaje (TEAPZ) corresponde a una alteración de origen biológico, que se interpone en el desarrollo de habilidades académicas en lectura, escritura y cálculo, persistentes a lo largo del ciclo vital. El objetivo de este trabajo fue identificar las características de los procesos cognoscitivos de la atención y funciones ejecutivas (FE) en el TEAPZ, a través del desarrollo de una revisión sistemática de literatura (RSL) empleando la metodología propuesta por Pati y Lorusso (2018), con el objetivo de responder la siguiente pregunta de investigación: P1 ¿Cuáles son las características de la atención y de las FE en el TEAPZ?. El período de búsqueda estuvo comprendido entre el año 2014 y 2021. Se revisaron las bases de datos científicas; Scopus y WoS. Se concluye que el diagnóstico del TEAPZ en el proceso cognoscitivo de la atención se asocia a dificultades en la búsqueda, rastreo visual y velocidad de procesamiento, en las FE existen déficits en la planificación, control inhibitorio y memoria de trabajo. Palabras Claves: atención, discalculia, disgrafía, dislexia y funciones ejecutivas.

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Effects of computerized cognitive training for children with dyslexia: An ERP study

Cited by 13 publications

References 45 publications

Remote Neuropsychological Intervention for Developmental Dyslexia with the Tachidino Platform: No Reduction in Effectiveness for Older Nor for More Severely Impaired Children

Remote Neuropsychological Intervention for Developmental Dyslexia with the Tachidino Platform: No Reduction in Effectiveness for Older Nor for More Severely Impaired Children

Limited Visual Working Memory Capacity in Children with Dyslexia: An ERP Study

Atención y las funciones ejecutivas en el Trastorno Especifico del Aprendizaje

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