Cancer Alice, Stievano Giulia, Pace Gabriella, Colombo Alessia, Antonietti Alessandro
Department of Psychology, Catholic University of the Sacred Heart, 20123 Milan, Italy.
Children (Basel). 2019 Aug 8;6(8):91. doi: 10.3390/children6080091.
Music and rhythm-based training programs to improve reading are a novel approach to treatment of developmental dyslexia and have attracted the attention of trainers and researchers. Experimental studies demonstrating poor basic auditory processing abilities in individuals with dyslexia suggest they should be effective. On this basis, the efficacy of a novel rhythm-based intervention, Rhythmic Reading Training (RRT), was recently investigated and found to improve reading skills in Italian children with dyslexia, but its mode of action remains somewhat unclear. In this study, 19 children and preadolescents with dyslexia received 20 sessions of RRT over 10 weeks. Gains in a set of reading-related cognitive abilities-verbal working memory, auditory, and visual attention, and rhythm processing-were measured, along with reading outcomes. Analysis of the specific contribution of cognitive subprocesses to the primary effect of RRT highlighted that reading speed improvement during the intervention was related to rhythm and auditory discrimination abilities as well as verbal working memory. The relationships among specific reading parameters and the neuropsychological profile of participants are discussed.
基于音乐和节奏的阅读训练项目是治疗发育性阅读障碍的一种新方法，已引起培训师和研究人员的关注。实验研究表明，阅读障碍患者的基本听觉处理能力较差，这表明这些训练项目应该是有效的。在此基础上，最近对一种新的基于节奏的干预方法——节奏阅读训练（RRT）的效果进行了调查，发现它可以提高意大利阅读障碍儿童的阅读技能，但其作用方式仍有些不明确。在这项研究中，19名患有阅读障碍的儿童和青少年在10周内接受了20次RRT训练。研究测量了一系列与阅读相关的认知能力——言语工作记忆、听觉和视觉注意力以及节奏处理能力的提升情况，同时也测量了阅读结果。对认知子过程对RRT主要效果的具体贡献的分析突出表明，干预期间阅读速度的提高与节奏和听觉辨别能力以及言语工作记忆有关。文中还讨论了特定阅读参数与参与者神经心理学特征之间的关系。
