Abstract In this research, we examined the responsiveness to treatment in 49 Italian children with Dyslexia. In part A, we compare the efficacy of a phonological-based treatment (Ph-T) with a cognitive training of executive functions (CT). In part B, we investigate whether a sequential treatment (CT+Ph-T) has a larger remedial effect compared to the pure phonological-based treatment (Ph-T + Ph-T). Results after 24 hours of treatment showed significant improvements in the executive functions (EFs) for the sequential group only. Considering reading accuracy, children benefited significantly from both treatments; however, only the sequential group significantly improved in reading speed. Crucially, the reading gains appeared to be related to improvements in the EFs, supporting a multifactorial model of this disorder. The aforementioned findings suggest that the combination of cognitive training of EFs with a phonological-based treatment can be used effectively in rehabilitating dyslexia.

A Multifactorial Model of Dyslexia: Evidence from Executive Functions and Phonological–based Treatments / Pasqualotto, Angela; Venuti, Paola. - In: LEARNING DISABILITIES RESEARCH AND PRACTICE. - ISSN 0938-8982. - ELETTRONICO. - 35:3(2020), pp. 150-164. [10.1111/ldrp.12228]

A Multifactorial Model of Dyslexia: Evidence from Executive Functions and Phonological–based Treatments

Pasqualotto, Angela;Venuti, Paola
2020-01-01

Abstract

Abstract In this research, we examined the responsiveness to treatment in 49 Italian children with Dyslexia. In part A, we compare the efficacy of a phonological-based treatment (Ph-T) with a cognitive training of executive functions (CT). In part B, we investigate whether a sequential treatment (CT+Ph-T) has a larger remedial effect compared to the pure phonological-based treatment (Ph-T + Ph-T). Results after 24 hours of treatment showed significant improvements in the executive functions (EFs) for the sequential group only. Considering reading accuracy, children benefited significantly from both treatments; however, only the sequential group significantly improved in reading speed. Crucially, the reading gains appeared to be related to improvements in the EFs, supporting a multifactorial model of this disorder. The aforementioned findings suggest that the combination of cognitive training of EFs with a phonological-based treatment can be used effectively in rehabilitating dyslexia.
2020
3
Pasqualotto, Angela; Venuti, Paola
A Multifactorial Model of Dyslexia: Evidence from Executive Functions and Phonological–based Treatments / Pasqualotto, Angela; Venuti, Paola. - In: LEARNING DISABILITIES RESEARCH AND PRACTICE. - ISSN 0938-8982. - ELETTRONICO. - 35:3(2020), pp. 150-164. [10.1111/ldrp.12228]
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11572/292266
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