Computerized Executive Functions Training: The efficacy on reading performance of children with dyslexia

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Neuroscience

Background:

• Dyslexia is a common learning disorder affecting reading ability.
• Executive functions, including working memory, inhibition, and cognitive flexibility, are critical for reading.
• Computer-based interventions offer a novel approach to support children with dyslexia.

Purpose of the Study:

• To evaluate the efficacy of a novel computer-based game, Computerized Executive Functions Training (CEFT), on the reading ability of dyslexic children.
• To determine if CEFT improves specific components of reading and cognitive functions in children with dyslexia.

Main Methods:

• Forty fourth and fifth-grade dyslexic students were randomly assigned to either an experimental group (CEFT) or a control group (neutral computer game).
• The experimental group received 12 sessions of CEFT, while the control group played a non-therapeutic computer game.
• Reading ability was assessed using the Reading and Dyslexia Test (NEMA) as a pre- and post-test measure.

Main Results:

• The experimental group showed significant improvements in overall reading ability compared to the control group.
• Specific NEMA components, including word reading, text comprehension, and letter fluency, were significantly enhanced in the CEFT group.
• CEFT did not yield significant improvements in category fluency, phoneme elimination, or rhyming.

Conclusions:

• Computerized Executive Functions Training (CEFT) is an effective intervention for improving reading performance in children with dyslexia.
• CEFT enhances cognitive abilities such as working memory, inhibition control, and cognitive flexibility, which are foundational for reading.
• Targeted computer-based cognitive training can be a valuable tool in addressing reading difficulties associated with dyslexia.