A randomized controlled trial on the beneficial effects of training letter-speech sound integration on reading fluency in children with dyslexia

G.F. González, G. Zaric, J. Tijms, M. Bonte, L. Blomert, M.W. van der Molen

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

A recent account of dyslexia assumes that a failure to develop automated letter-speech sound integration might be responsible for the observed lack of reading fluency. This study uses a pre-test-training-post-test design to evaluate the effects of a training program based on letter-speech sound associations with a special focus on gains in reading fluency. A sample of 44 children with dyslexia and 23 typical readers, aged 8 to 9, was recruited. Children with dyslexia were randomly allocated to either the training program group (n = 23) or a waiting-list control group (n = 21). The training intensively focused on letter-speech sound mapping and consisted of 34 individual sessions of 45 minutes over a five month period. The children with dyslexia showed substantial reading gains for the main word reading and spelling measures after training, improving at a faster rate than typical readers and waiting-list controls. The results are interpreted within the conceptual framework assuming a multisensory integration deficit as the most proximal cause of dysfluent reading in dyslexia. TRIAL REGISTRATION: ISRCTN register ISRCTN12783279.
Original languageEnglish
Article numbere0143914
Number of pages24
JournalPLOS ONE
Volume10
Issue number12
DOIs
Publication statusPublished - 2 Dec 2015

Keywords

  • DEVELOPMENTAL DYSLEXIA
  • PHONOLOGICAL AWARENESS
  • BEGINNING READERS
  • CAUSAL LINK
  • INTERVENTIONS
  • DEFICIT
  • RISK
  • NEUROSCIENCE
  • RECOGNITION
  • EXPERTISE

Cite this