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

Back on track: remediating developmental dyslexia with a home-based multi-component program.

Karine Louna Harrar-Eskinazi1, Ambre Denis-Noël2, Bruno De Cara1

  • 1Côte d'Azur University, LAPCOS, Nice, France.

Annals of Dyslexia
|June 30, 2026
PubMed
Summary
This summary is machine-generated.

Digital training for developmental dyslexia (DD) shows promise. A multi-component intervention improved visual-attentional and phonological skills, leading to cumulative gains in reading and spelling for children with DD.

Keywords:
AttentionAuditoryDyslexiaGraphoGameInterventionPhonologyTraining

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Educational Technology

Background:

  • Developmental dyslexia (DD) is characterized by significant deficits in reading fluency, spelling, and comprehension.
  • Cognitive training interventions aim to address underlying cognitive weaknesses in individuals with DD.
  • The efficacy of digital, home-based, and multi-component interventions for DD requires further investigation.

Purpose of the Study:

  • To assess the feasibility and effectiveness of a digital, multi-component intervention for children with DD.
  • To determine if parental involvement enhances training intensity and outcomes.
  • To evaluate the specific and cumulative benefits of targeting visual-attentional (VA) and auditory-phonological (AP) processes on reading and spelling skills.

Main Methods:

  • A multiple single-case, within-subject design study involving 144 children with DD (aged 8-13 years).
  • A digital intervention program targeting VA, AP, and cross-modal processes, delivered at home 5 days/week for 15 min/session under parental supervision.
  • Counterbalanced training phases (VA vs. AP) each lasting 2 months, preceded and followed by conventional remediation (once/week for 2 months) as a within-subject baseline.

Main Results:

  • Training effects were component-specific: VA training improved visual-attentional skills, while AP training enhanced phoneme awareness.
  • The multi-component intervention resulted in cumulative improvements in reading fluency, spelling, and comprehension, surpassing gains from conventional remediation alone.
  • Initiating training with VA components led to greater reading fluency gains compared to starting with AP components.

Conclusions:

  • A scalable, home-based, multi-component digital intervention is feasible and effective for improving cognitive and reading skills in children with DD.
  • Specific cognitive components can be targeted effectively through digital training, leading to cumulative benefits.
  • This approach offers a promising avenue for large-scale implementation to support children with developmental dyslexia.