ERIC Number: EJ917317
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 72
Neuropsychological Treatment of Dyslexia: Does Type of Treatment Matter?
Lorusso, Maria Lulsa; Facoetti, Andrea; Bakker, Dirk J.
Journal of Learning Disabilities, v44 n2 p136-149 Mar-Apr 2011
In this study, 123 children with a diagnosis of developmental dyslexia were assigned to different treatment groups, either variations of Bakker's intervention program based on the balance model or a control, a specific reading training group. Thorough cognitive and neuropsychological assessment allowed determination of the subtype of dyslexia according to the balance model and the neuropsychological profile with respect to reading and spelling abilities, verbal memory, and phonemic awareness. Characteristics of hemisphere-specific stimulation were systematically manipulated in an effort to shed light on the bases and mechanisms of reading improvement. It was shown that the effects of treatment vary according to type of dyslexia and that the different intervention programs have differential effects on reading-related neuropsychological functions. Since opposite effects can be produced by the same type of treatment in different dyslexia subtypes, the results of the study suggest that accurate classification of subtype on the base of reading and reading-related variables is advantageous for an optimal planning of the therapy. (Contains 2 tables, 3 figures and 6 notes.)
Descriptors: Intervention, Reading Improvement, Dyslexia, Phonemic Awareness, Neuropsychology, Outcomes of Treatment, Clinical Psychology, Control Groups, Experimental Groups, Developmental Disabilities, Brain Hemisphere Functions, Clinical Diagnosis, Cognitive Tests, Comparative Testing
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
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