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  1. Home
  3. Cognitive-motor Training Improves Reading-related Executive Functions: A Randomized Clinical Trial Study In Dyslexia.
  1. Home
  3. Cognitive-motor Training Improves Reading-related Executive Functions: A Randomized Clinical Trial Study In Dyslexia.

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Cognitive-Motor Training Improves Reading-Related Executive Functions: A Randomized Clinical Trial Study in Dyslexia.

Mehdi Ramezani1, Angela J Fawcett2

  • 1Nursing and Midwifery Care Research Center, Health Management Research Institute, Iran University of Medical Sciences, Tehran 14496-14535, Iran.

Brain Sciences
|February 23, 2024

View abstract on PubMed

Summary
This summary is machine-generated.

The dual-task Verbal Working Memory-Balance (VWM-B) program significantly improved executive functions and reading skills in children with developmental dyslexia (DD). This dual-task approach outperformed the single-task program.

Keywords:
cerebellumclinical trial studycognitive-motor trainingdual taskdyslexiaexecutive functionreadingsingle task

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Developmental dyslexia (DD) is frequently associated with executive function deficits.
  • These executive function difficulties can persist into adulthood without intervention.
  • Targeting executive functions may improve reading outcomes in children with DD.

Purpose of the Study:

  • To evaluate the short-term efficacy of the dual-task Verbal Working Memory-Balance (VWM-B) program.
  • To compare the VWM-B program against a single-task VWM program in Persian children with DD.
  • To assess the impact on reading-related executive functions, reading skills, and comprehension.

Main Methods:

  • A double-blinded randomized clinical trial was conducted.
  • The experiment group (n=15) received dual-task VWM-B training; the control group (n=12) received single-task VWM training.
  • Assessments were performed pre- and post-intervention, with groups homogenized for age, gender, IQ, and attention.

    • Main Results:

    • Significant improvements were noted in backward digit span, text comprehension, verbal fluency, and Stroop test performance (color-word and interference).
    • Reading subtest scores also showed significant gains.
    • Positive correlations were observed between reading skills and backward digit span, text comprehension, verbal fluency, and Stroop variables.

    Conclusions:

    • The dual-task VWM-B program demonstrated superior effectiveness compared to the single-task VWM program.
    • Improvements were seen in selective attention, cognitive inhibition, verbal working memory, processing speed, naming, and lexical access.
    • Enhanced executive functions correlated with better reading skills in children with DD.