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Related Experiment Video

Updated: Jul 10, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Fluency remediation in dyslexic children: does age make a difference?

Patrizio E Tressoldi¹, Maria Luisa Lorusso, Federica Brenbati

¹Dipartimento di Psicologia Generale, Università di Padova, Padova, Italy. patrizio.tressoldi@unipd.it

Dyslexia (Chichester, England)

|October 31, 2007

Summary

This summary is machine-generated.

Older children with dyslexia can achieve similar reading gains as younger peers through targeted interventions. This suggests that remediation for dyslexia is effective regardless of age, offering hope for reading improvement at any stage.

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Published on: June 25, 2019

Area of Science:

Developmental Psychology
Educational Psychology
Neuroscience

Background:

Dyslexia impacts reading fluency and accuracy.
Age-related differences in remediation outcomes for dyslexia are not fully understood.
Previous research suggests early intervention is crucial, but later intervention effectiveness requires further study.

Purpose of the Study:

To compare the effectiveness of two dyslexia remediation approaches (Balance model and sublexical treatment) on reading fluency and accuracy in younger (3rd-4th grade) versus older (6th-8th grade) dyslexic children.
To determine if older dyslexic children achieve fewer gains compared to younger dyslexic children.
To investigate the potential for later intervention in dyslexia.

Main Methods:

Two groups of dyslexic children (younger: 3rd-4th grade; older: 6th-8th grade) received either the Balance model or a sublexical treatment.
Pre- and post-treatment assessments measured changes in reading accuracy and fluency.
Statistical analyses compared the gains between the age groups within each treatment.

Main Results:

The younger group in the sublexical treatment showed a statistically significant improvement in word reading accuracy compared to the older group.
No other significant differences in accuracy or fluency gains were found between the age groups across both treatments.
Older dyslexic children demonstrated comparable gains to younger peers in most measures.

Conclusions:

Older children with dyslexia can achieve significant improvements in reading accuracy and fluency through specific remediation.
The findings challenge the notion that intervention effectiveness diminishes significantly with age for dyslexia.
It is never too late to implement effective reading remediation strategies for dyslexic individuals.