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Volume 12
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Article

The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia

by
Alice Cancer
1,*,
Marinella De Salvatore
2,
Elisa Granocchio
2,
Luca Andreoli
3,
Alessandro Antonietti
1 and
Daniela Sarti
2
1
Department of Psychology, Università Cattolica del Sacro Cuore, 20123 Milan, Italy
2
Developmental Neurology Unit—Language and Learning Disorders Service, Fondazione IRCCS Istituto Neurologico Carlo Besta, 20133 Milan, Italy
3
Department of Biomedical and Clinical Sciences, Postgraduate School of Child Neuropsychiatry, University of Milan, 20122 Milan, Italy
*
Author to whom correspondence should be addressed.
Appl. Sci. 2022, 12(7), 3360; https://doi.org/10.3390/app12073360
Submission received: 15 February 2022 / Revised: 19 March 2022 / Accepted: 23 March 2022 / Published: 25 March 2022
(This article belongs to the Special Issue New Digital Technologies for Diagnosis and Rehabilitation of Neurodevelopmental Disorders)
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Abstract

Based on the transfer effects of music training on the phonological and reading abilities of children with dyslexia, a computerized rhythmic intervention—the Rhythmic Reading Training (RRT)—was developed, in which reading exercises are combined with a rhythmic synchronization task. This rehabilitation program was previously tested in multiple controlled clinical trials, which confirmed its effectiveness in improving the reading skills of children and adolescents with dyslexia. In order to assess the specific contribution of the visual component of the training, namely, the presence of a visual cue supporting rhythmic synchronization, a controlled experimental study was conducted. Fifty-eight students with dyslexia aged 8 to 13 years were assigned to three conditions: (a) RRT auditory and visual condition, in which a visual cue was synchronized with the rhythmic stimulation; (b) RRT auditory-only condition, in which the visual cue was excluded; (c) no intervention. Comparisons of the participants’ performance before, after, and 3 months after the end of the intervention period revealed the significant immediate and long-term effect of both RRT conditions on reading, rapid naming, phonological, rhythmic, and attentional abilities. No significant differences were found between visual and auditory conditions, therefore showing no additional contribution of the visual component to the improvements induced by the RRT. Clinical Trial ID: NCT04995991.
Keywords: dyslexia; rhythm; visual cognition; temporal anticipation; intervention dyslexia; rhythm; visual cognition; temporal anticipation; intervention

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MDPI and ACS Style

Cancer, A.; De Salvatore, M.; Granocchio, E.; Andreoli, L.; Antonietti, A.; Sarti, D. The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia. Appl. Sci. 2022, 12, 3360. https://doi.org/10.3390/app12073360

AMA Style

Cancer A, De Salvatore M, Granocchio E, Andreoli L, Antonietti A, Sarti D. The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia. Applied Sciences. 2022; 12(7):3360. https://doi.org/10.3390/app12073360

Chicago/Turabian Style

Cancer, Alice, Marinella De Salvatore, Elisa Granocchio, Luca Andreoli, Alessandro Antonietti, and Daniela Sarti. 2022. "The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia" Applied Sciences 12, no. 7: 3360. https://doi.org/10.3390/app12073360

APA Style

Cancer, A., De Salvatore, M., Granocchio, E., Andreoli, L., Antonietti, A., & Sarti, D. (2022). The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia. Applied Sciences, 12(7), 3360. https://doi.org/10.3390/app12073360

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