Home > Journals > Minerva Pediatrica > Past Issues > Minerva Pediatrica 2018 December;70(6) > Minerva Pediatrica 2018 December;70(6):529-38

CURRENT ISSUE
 

JOURNAL TOOLS

eTOC
To subscribe PROMO
Submit an article
Recommend to your librarian
 

ARTICLE TOOLS

Publication history
Reprints
Permissions
Cite this article as

 

ORIGINAL ARTICLE   

Minerva Pediatrica 2018 December;70(6):529-38

DOI: 10.23736/S0026-4946.16.04426-1

Copyright © 2015 EDIZIONI MINERVA MEDICA

language: English

Telerehabilitation in developmental dyslexia: methods of implementation and expected results

Chiara PECINI , Silvia SPOGLIANTI, Silvia MICHETTI, Silvia BONETTI, Maria C. DI LIETO, Filippo GASPERINI, Paola CRISTOFANI, Margherita BOZZA, Daniela BRIZZOLARA, Claudia CASALINI, Sara MAZZOTTI, Renata SALVADORINI, Stefania BARGAGNA, Anna M. CHILOSI

Department of Developmental Neuroscience, IRCCS Stella Maris, Pisa, Italy



BACKGROUND: Developmental Dyslexia is a disorder, highly frequent in the school population, for which the recommended rehabilitation procedures are not well defined. This study aimed to automatize reading decoding skills by using an innovative system for rehabilitation, based on a telerehabilitation method. It requires an intensive home-exercise with the supervision, by web, of the clinician. The study had three main aims: to diffuse knowledge on new methods for rehabilitation of reading difficulties; to verify whether an intensive and simplified exercise, targeted to the automation of reading, is suitable for different subgroups of dyslexic children; to define the treatment effects on basic cognitive functions underlying reading.
METHODS: Twenty-five children, grouped according to the neuropsychological and anamnestic profiles, took part to the treatment by the software Reading Trainer®.
RESULTS: Both speed and accuracy of reading decoding increased significantly after treatment, independently from the functional neuropsychological profile or the history of oral language delay. These changes were specific to decoding and not associated with improvements in reading comprehension or spelling skills. However, there was a “cascade effect” of the treatment efficacy on those basic cognitive functions considered precursors of the ability to read, with significant improvements in rapid lexical access, phonological processing and visual attention.
CONCLUSIONS: This study provides information on the efficacy of new tools for telerehabilitation of specific reading disorders.


KEY WORDS: Dyslexia - Telerehabilitation - Language development disorders

top of page