Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Florence, Italy.
Department of Developmental Neuroscience, IRCCS Stella Maris, Pisa, Italy.
Dyslexia. 2019 Aug;25(3):318-331. doi: 10.1002/dys.1619. Epub 2019 May 23.
Rehabilitation procedures recommended for developmental dyslexia (DD) are still not fully defined, and only few studies directly compare different types of training. This study compared a training (Reading Trainer) working on the reading impairment with one (Run the RAN) working on the rapid automatized naming (RAN) impairment, one of the main cognitive deficits associated with DD. Two groups of DD children (N = 45) equivalent for age, sex, full IQ, and reading speed were trained either by Reading Trainer (n = 21) or by Run the RAN (n = 24); both trainings required an intensive home exercise, lasting 3 months. Both trainings showed significant improvements in reading speed and accuracy of passages and words. Bypassing the use of alphanumeric stimuli, but empowering the cognitive processes underlying reading, training RAN may be a valid tool in children with reading difficulties opening new perspectives for children with severe impairments or, even, at risk of reading difficulties.
针对发育性阅读障碍（DD）的康复程序仍未完全确定，只有少数研究直接比较不同类型的训练。本研究比较了一种针对阅读障碍的训练（阅读训练器）和一种针对快速自动命名（RAN）障碍的训练（运行 RAN），RAN 是与 DD 相关的主要认知缺陷之一。两组 DD 儿童（N=45）在年龄、性别、全智商和阅读速度方面相当，分别接受阅读训练器（n=21）或运行 RAN（n=24）训练；两种训练都需要在家中进行密集的练习，持续 3 个月。两种训练都显著提高了阅读速度和段落及单词的准确性。通过绕过使用字母数字刺激物，而是增强阅读所基于的认知过程，训练 RAN 可能是阅读困难儿童的有效工具，为严重障碍或有阅读困难风险的儿童开辟了新的前景。
