Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Computer-based multisensory learning in children with developmental dyslexia.

Monika Kast1, Martin Meyer, Christian Vögeli

  • 1Department of Computer Science, ETH Zurich, Switzerland. monika.kast@inf.ethz.ch

Restorative Neurology and Neuroscience
|October 19, 2007
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Highly luminescent carbazole-functionalized tris(tribromophenyl)methyl radicals with stable circularly polarized photoluminescence.

Nature communications·2026
Same author

Brain reorganization: altered functional connectivity in reward network after stroke.

NeuroImage. Clinical·2025
Same author

Influence of atlas-choice on age and time effects in large-scale brain networks in the context of healthy aging.

Imaging neuroscience (Cambridge, Mass.)·2025
Same author

Evaluation of synthetic training data for 3D intraoral reconstruction of cleft patients from single images.

International journal of computer assisted radiology and surgery·2025
Same author

Functional connectivity-based compensation in the brains of non-demented older adults and the influence of lifestyle: A longitudinal 7-year study.

NeuroImage·2025
Same author

Facial Affect Recognition and Executive Function Abnormalities in ADHD Subjects: An ERP Study.

Clinical EEG and neuroscience·2024

This study shows that a three-month computer-based training program significantly improved writing skills in children with developmental dyslexia. The multi-sensory approach, using visual and auditory cues, also benefited children without dyslexia.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Technology

Background:

  • Developmental dyslexia is a learning disorder characterized by difficulties in reading and writing.
  • Existing remediation strategies often focus on phonological training.
  • The retrieval structure model suggests that strengthening memory through multi-sensory associations can improve learning.

Purpose of the Study:

  • To investigate the efficacy of a novel computer-based training program designed to enhance phoneme-grapheme associations in children with developmental dyslexia.
  • To determine if multi-sensory training, incorporating visual and auditory cues, can mitigate writing errors in children with developmental dyslexia.
  • To assess the impact of this training on both children with and without dyslexia.

Main Methods:

Related Experiment Videos

  • Forty-three children with developmental dyslexia and 37 typically developing children participated in a three-month computer-based writing training program.
  • Training involved recoding sequential textual input into multi-sensory representations (visual, auditory, musical tones).
  • Four matched groups were used: dyslexic and control groups received training in the first or second period, with waiting groups in the alternate period.

Main Results:

  • Children with developmental dyslexia who received training showed significant improvement in writing skills (19-35% increase).
  • A strong transfer effect was observed, with participants improving on untrained words.
  • Typically developing children also benefited from the multi-sensory training, indicating broader applicability.

Conclusions:

  • Three months of visual-auditory multimedia training significantly enhances writing performance in children with developmental dyslexia.
  • The findings support the retrieval structure model, demonstrating that multi-sensory training improves writing skills.
  • This training approach offers a promising intervention for both dyslexic and non-dyslexic children.