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Related Concept Videos

Learning Disabilities01:25

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...
Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

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Related Experiment Video

Updated: May 13, 2026

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Action video games make dyslexic children read better.

Sandro Franceschini1, Simone Gori, Milena Ruffino

  • 1Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Padua 35131, Italy.

Current Biology : CB
|March 5, 2013
PubMed
Summary

Playing action video games significantly improves reading speed in children with dyslexia. This fun, fast intervention enhances attention, offering a novel approach to dyslexia remediation.

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Assessing Dyslexia at Six Year of Age
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Published on: May 1, 2020

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Dyslexia affects 10% of children, presenting significant reading challenges.
  • The neurocognitive underpinnings of dyslexia remain under investigation.
  • Current dyslexia treatments are resource-intensive and not fully effective.

Purpose of the Study:

  • To investigate the impact of action video games on reading abilities in children with dyslexia.
  • To determine if improvements in attention from video games translate to better reading skills.
  • To explore a novel, resource-efficient remediation strategy for dyslexia.

Main Methods:

  • Two matched groups of children with dyslexia played either action or non-action video games for nine 80-minute sessions (12 hours total).
  • Reading, phonological, and attentional skills were assessed before and after the intervention.
  • No direct phonological or orthographic training was involved in the video games.

Main Results:

  • Action video game play significantly improved reading speed without compromising accuracy.
  • The reading improvements surpassed those from 1 year of natural reading development.
  • Attentional skills also showed improvement, correlating with enhanced reading abilities.
  • Improvements were comparable to or better than traditional, resource-intensive dyslexia treatments.

Conclusions:

  • Action video games offer a rapid, engaging, and effective method for improving reading in children with dyslexia.
  • Enhanced attention skills derived from action video games directly benefit reading acquisition.
  • This study highlights the crucial role of attention in reading and presents a promising new avenue for dyslexia remediation.