Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

Interference and Decay

Interference and Decay

Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...

You might also read

Related Articles

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

Sort by

Same author

FONO SENSE: a technological resource for recording the auditory N400 component.

Frontiers in psychology·2025

Same author

Remediation Program with Working Memory and Reading for Students with Learning Difficulties: Elaboration and Pilot Study.

Children (Basel, Switzerland)·2025

Same author

Reading processes of public and private middle school and high school students.

Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS·2024

Same author

Analysis of spelling errors from the 'dyslexic sight words' list.

Frontiers in psychology·2024

Same author

Translation and cultural adaptation of the HELPS Reading Fluency Program into Brazilian Portuguese: A report of systematic adaptation processes and initial evidence of efficacy.

Frontiers in psychology·2023

Same author

Handwriting fluency, latency, and kinematic in Portuguese writing system: Pilot study with school children from 3rd to 5th grade.

Frontiers in psychology·2023

Same journal

Brazilian Congress of Speech-Language Pathology and Audiology. Editorial.

Jornal da Sociedade Brasileira de Fonoaudiologia·2013

Same journal

This fourth issue presents with 18 contributions. Editorial.

Jornal da Sociedade Brasileira de Fonoaudiologia·2013

Same journal

Lingual frenulum: changes after frenectomy.

Jornal da Sociedade Brasileira de Fonoaudiologia·2013

Same journal

Characteristics of sequential swallowing of liquids in young and elderly adults: an integrative review.

Jornal da Sociedade Brasileira de Fonoaudiologia·2013

Same journal

Systematic analysis of the benefits of cochlear implants on voice production.

Jornal da Sociedade Brasileira de Fonoaudiologia·2013

Same journal

Auditory and oral language abilities in children with cochlear implants: a case study.

Jornal da Sociedade Brasileira de Fonoaudiologia·2013

See all related articles

Search research articles

Related Experiment Video

Updated: Jun 2, 2026

Advancing Dyslexia Assessment in Children Through Computerized Testing

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Phonological remediation program in students with learning difficulties.

Ana Paula de Castro Silva¹, Simone Aparecida Capellini

¹Department of Speech, Language and Hearing Therapy, Post-graduation Program in Education - Faculty of Sciences and Phylosophy – Universidade Estadual Paulista "Julio de Mesquita Filho"- UNESP – Marília (SP), Brazil.

Jornal Da Sociedade Brasileira De Fonoaudiologia

|May 10, 2011

Summary

This summary is machine-generated.

A phonological remediation program effectively improved reading abilities and cognitive-linguistic skills in students with learning difficulties. This intervention enhanced auditory and visual processing, as well as processing speed, leading to better reading comprehension.

More Related Videos

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors

Published on: January 3, 2017

Related Experiment Videos

Last Updated: Jun 2, 2026

Advancing Dyslexia Assessment in Children Through Computerized Testing

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors

Ultrasound Images of the Tongue: A Tutorial for Assessment and Remediation of Speech Sound Errors

Published on: January 3, 2017

Area of Science:

Educational Psychology
Developmental Psychology
Linguistics

Background:

Learning difficulties significantly impact academic performance.
Phonological processing is crucial for reading acquisition.
Targeted interventions can mitigate challenges faced by students with learning disabilities.

Purpose of the Study:

To evaluate the efficacy of a phonological remediation program.
To assess improvements in cognitive-linguistic skills and reading abilities.
To determine the program's impact on students with learning difficulties.

Main Methods:

A cohort of 40 students (2nd-4th grade) was divided into a learning disabilities group (G1) and a control group (G2).
Cognitive-Linguistic Performance Test and oral reading/comprehension assessments were administered pre- and post-intervention.
Only G1 students participated in the phonological remediation program.

Main Results:

Group 1 demonstrated significant improvements in reading abilities post-intervention.
Enhanced auditory and visual processing skills were observed in G1.
Improvements in processing speed were evident in students who underwent the phonological remediation program.

Conclusions:

The phonological remediation program proved effective in developing cognitive-linguistic skills.
The intervention positively impacted reading and text comprehension in students with learning difficulties.
Phonological remediation is a viable strategy for supporting students with learning challenges.