International Journal of Environmental Research and Public Health

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Special Issue Editor

Special Issue Information

Dear Colleagues,

This Special Issue aims to build a bridge between neurorehabilitation and neuroeducation of dyslexia with theoretical, clinical, and research contributions. Dyslexia is present with different percentages in all spoken languages, both transparent and opaque, both phonetic and visual. A section of this Special Issue will therefore be dedicated to research on dyslexia in the most widely spoken languages around the world. Different lines of research have proposed different interpretative models according to the level of investigation—behavioral, clinical, neuropsychological, neurophysiological, and genetic. This has involved the identification, description, and proposition of subtypes of dyslexia according to the theoretical model chosen. This Special Issue wishes to critically review some of the theoretical models of dyslexia in order to provide an organic and integrated vision of dyslexia. This attempt is based on knowledge deriving from the most recent research in the clinical, neuropsychological and neurophysiological fields. Consequently, even rehabilitation interventions are largely affected by the theoretical approach chosen. Therefore, more innovative rehabilitation methods will be compared with ones that are more traditional.

Dyslexia is a phenomenon that affects 4% to 12% of the child population. The educational institutions of each country have addressed the problem with special laws and the creation of health services dedicated to dyslexic subjects to guarantee the right to education enshrined in various constitutions. Therefore, educational interventions represent an important aspect in the life of a dyslexic person. Offering an overview of how different countries around the world have dealt with the issue of dyslexia is another goal of this Special Issue.

Prof. Dr. Giuseppe Augusto Chiarenza
Guest Editor

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Keywords

dyslexia
opaque language
transparent language
neurorehabilitation
neuroeducation
health services

Published Papers (2 papers)

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Research

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12 pages, 398 KiB

Open AccessArticle

Improving Reading Skills Using a Computerized Phonological Training Program in Early Readers with Reading Difficulties

by Susanna Forné, Anna López-Sala, Roger Mateu-Estivill, Ana Adan, Xavier Caldú, Xavier Rifà-Ros and Josep M. Serra-Grabulosa

Int. J. Environ. Res. Public Health 2022, 19(18), 11526; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph191811526 - 13 Sep 2022

Cited by 1 | Viewed by 2497

Abstract

In the last years, there has been a big effort to identify risk factors for reading difficulties and to develop new methodologies to help struggling readers. It has been shown that early intervention is more successful than late intervention, and that intensive training programs can benefit children with reading difficulties. The aim of our study is to investigate the effectiveness of an intensive computerized phonological training program designed to improve reading performance in a sample of children with reading difficulties at the early stages of their reading learning process. Thirty-two children with reading difficulties were randomly assigned to one of the two intervention groups: RDIR (children with reading difficulties following a computerized intensive remediation strategy) (n = 20) (7.01 ± 0.69 years), focused on training phonemic awareness, decoding and reading fluency through the computational training; and RDOR (children with reading difficulties following an ordinary remediation strategy) (n = 12) (6.92 ± 0.82 years), which consisted of a reinforcement of reading with a traditional training approach at school. Normal readers (NR) were assigned to the control group (n = 24) (7.32 ± 0.66 years). Our results indicate that both the RDIR and RDOR groups showed an increased reading performance after the intervention. However, children in the RDIR group showed a stronger benefit than the children in the RDOR group, whose improvement was weaker. The control group did not show significant changes in reading performance during the same period. In conclusion, results suggest that intensive early intervention based on phonics training is an effective strategy to remediate reading difficulties, and that it can be used at school as the first approach to tackle such difficulties. Full article

(This article belongs to the Special Issue Neurorehabilitation and Neuroeducation of Developmental Dyslexia in Healthcare Systems of Different Countries)

Review

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31 pages, 1900 KiB

Open AccessReview

A Scoping Review on Movement, Neurobiology and Functional Deficits in Dyslexia: Suggestions for a Three-Fold Integrated Perspective

by Michele Pellegrino, Tal Dotan Ben-Soussan and Patrizio Paoletti

Int. J. Environ. Res. Public Health 2023, 20(4), 3315; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph20043315 - 14 Feb 2023

Cited by 2 | Viewed by 2638

Abstract

Developmental dyslexia is a common complex neurodevelopmental disorder. Many theories and models tried to explain its symptomatology and find ways to improve poor reading abilities. The aim of this scoping review is to summarize current findings and several approaches and theories, focusing on the interconnectedness between motion, emotion and cognition and their connection to dyslexia. Consequently, we present first a brief overview of the main theories and models regarding dyslexia and its proposed neural correlates, with a particular focus on cerebellar regions and their involvement in this disorder. After examining different types of intervention programs and remedial training, we highlight the effects of a specific structured sensorimotor intervention named Quadrato Motor Training (QMT). QMT utilizes several cognitive and motor functions known to be relevant in developmental dyslexia. We introduce its potential beneficial effects on reading skills, including working memory, coordination and attention. We sum its effects ranging from behavioral to functional, structural and neuroplastic, especially in relation to dyslexia. We report several recent studies that employed this training technique with dyslexic participants, discussing the specific features that distinguish it from other training within the specific framework of the Sphere Model of Consciousness. Finally, we advocate for a new perspective on developmental dyslexia integrating motion, emotion and cognition to fully encompass this complex disorder. Full article

(This article belongs to the Special Issue Neurorehabilitation and Neuroeducation of Developmental Dyslexia in Healthcare Systems of Different Countries)

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