Effective dyslexia remediation specifically designed for older struggling readers (age 7+).
by Johanna M. Schmida, Andju S. Labuhna & Marcus Hasselhorna
This study investigates response inhibition and its relationship to phonological processing in third graders with and without dyslexia. Children with dyslexia (n = 20) and children without dyslexia (n = 16) were administered a stop signal task and a digit span forwards task. Initial analyses revealed phonological processing deficits in terms of a phonological short?term deficit in children with dyslexia but revealed no group differences with regard to performance on the stop signal task. There was no relationship between performance on the stop signal task and phonological short?term capacity for the group of children with dyslexia. In contrast, in the group of children without dyslexia, there was a tendency that better phonological short?term capacity was associated with faster primary reaction times on the stop signal task. Furthermore, better phonological short?term capacity was related to slower inhibitory processes among children without dyslexia. When controlling group—specifically for the effects of phonological short?term capacity on the performance on the stop signal task—we found slightly faster primary reaction times and significantly slower inhibitory processes in the group of children with dyslexia. Overall, these findings suggest the activation of phonological strategies during performance on the stop signal task in children without dyslexia but not in children with dyslexia. We discuss the possibility that in children without dyslexia, phonological processing strategies might have a beneficial effect on speed of response execution but might slow down response inhibition.
Our Dynaread team members are required to hold themselves accountable for serving our clients in adherence with our core values...
Contribute with scientific and overall integrity.
Retain the focus on the needs of each individual child.
Dynaread has been developed in the trenches of actual remediation, with our feet firmly planted on the ground. Scientific research is essential (and we consistently use it), but we also understand the realities at home and in school. Not all homes have two parents, not all Dad's or Mom's are always home, there is oftentimes no money, schools lack staff or funding. We listen, we observe, we discuss, and we build the best solutions we can for older (ages 7+) struggling readers.
