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Quantitative and qualitative analysis of reading skills of dyslexic subjects with the reading and writing direct test after treatment with the sub-lexical method

STS Instructor Authored by Giuseppe A. Chiarenza

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Check out this Knowledge Base article from StressTherapy Solutions: Quantitative and qualitative analysis of reading skills of dyslexic subjects with the reading and writing direct test after treatment with the sub-lexical method.

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Study at a glance

Area
Learning & Development
Study type
Pilot / open study
Authors
Chiarenza GA, Coati P, Tonolli E, Doniselli F, Di Pietro SF, Iudice M
Journal
Psicologia clinica dello sviluppo
Year
2016
Participants
73 children and adolescents with dyslexia (6–13 years)
Population
Children, Adolescents
Protocol
lexical and sub-lexical word-recognition training with perceptual masking
Sessions
3 treatment blocks of 3 months, each followed by a 3-month break

Key findings

  • Reading level, reading age and reading quotient improved after treatment
  • More words were read correctly in brief (250 ms) presentation, and reading times shortened
  • Sound-based (dysphonetic) errors fell in both conditions; visual (dyseidetic) errors fell with longer presentation
  • Correct writing of both known and unknown words increased; uncontrolled pre/post design

DOI 10.1449/84131 →

Children and young teenagers with dyslexia went through a rehabilitation programme based on recognising words both whole and by their sound parts, given in three 3-month blocks separated by 3-month breaks. Reading and writing were assessed with a computerised test in which words are flashed briefly or held on screen, and results before and after treatment were compared. Reading level, reading age, speed and accuracy improved, sound-based reading errors fell, and correct spelling of familiar and unfamiliar words increased. There was no control group, and the authors' suggestion that the method changes brain network connectivity was inferred rather than measured in this study.