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Autor/inn/en | Pasqualotto, Angela; Venuti, Paola |
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Titel | A Multifactorial Model of Dyslexia: Evidence from Executive Functions and Phonological-Based Treatments |
Quelle | In: Learning Disabilities Research & Practice, 35 (2020) 3, S.150-164 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Pasqualotto, Angela) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0938-8982 |
DOI | 10.1111/ldrp.12228 |
Schlagwörter | Dyslexia; Executive Function; Phonology; Rehabilitation; Outcomes of Treatment; Comparative Analysis; Sequential Approach; Reading Skills; Reading Rate; Reading Instruction; Correlation; Models; Cognitive Restructuring; Teaching Methods |
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. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |