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 language | English |
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Article number | e0143914 |
Number of pages | 24 |
Journal | PLOS ONE |
Volume | 10 |
Issue number | 12 |
DOIs | |
Publication status | Published - 2 Dec 2015 |
Keywords
- DEVELOPMENTAL DYSLEXIA
- PHONOLOGICAL AWARENESS
- BEGINNING READERS
- CAUSAL LINK
- INTERVENTIONS
- DEFICIT
- RISK
- NEUROSCIENCE
- RECOGNITION
- EXPERTISE