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Neurosci Biobehav Rev. 2019 May;100:58-76. doi: 10.1016/j.neubiorev.2019.02.015. Epub 2019 Feb 22.

Efficacy of dynamic visuo-attentional interventions for reading in dyslexic and neurotypical children: A systematic review.

Author information

1
Department of Psychology and Counselling, La Trobe University, Kingsbury Drive, Melbourne, VIC, 3086, Australia. Electronic address: j.peters@latrobe.edu.au.
2
Department of Psychology and Counselling, La Trobe University, Kingsbury Drive, Melbourne, VIC, 3086, Australia.
3
Department of Psychology and Counselling, La Trobe University, Kingsbury Drive, Melbourne, VIC, 3086, Australia; Intergenerational Health, Murdoch Childrens Research Institute, Flemington Road, Melbourne, VIC, 3052, Australia.

Abstract

Dyslexia is associated with phonological and visuo-attentional deficits. Phonological interventions improve word accuracy and letter-sound knowledge, but not reading fluency. This systematic review evaluated the effectiveness of dynamic computerized visuo-attentional interventions aimed at improving reading for dyslexic and neurotypical children aged 5-15. Literature searches in Medline, PsycINFO, EMBASE, Scopus, ERIC, PubMed, Web of Science, and Cochrane Library identified 1266 unique articles, of which 18 met inclusion criteria (620 participants; 91.40% dyslexic). Three types of visuo-attentional interventions were identified. Results show that visual perceptual training (n = 5) benefited reading fluency and comprehension, visually-based reading acceleration programs (n = 8) improved reading accuracy and rate, and action video games (n = 5) increased rate and fluency. Visuo-attentional interventions are effective options for treating childhood dyslexia, improving reading generally equal to or greater than other strategies. Initial evidence indicates that visuo-attentional interventions may be efficacious in different orthographies, and improve reading for at least two months after intervention. Larger sample interventions on a wider range of reading skills with follow-up assessment are needed to further clarify their effectiveness.

KEYWORDS:

Children; Computerised; Dyslexia; Intervention; Reading; Systematic review; Visuo-attention

PMID:
30802473
DOI:
10.1016/j.neubiorev.2019.02.015
[Indexed for MEDLINE]

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