Maresca Giuseppa, Corallo Francesco, De Cola Maria Cristina, Formica Caterina, Giliberto Silvia, Rao Giuseppe, Crupi Maria Felicita, Quartarone Angelo, Pidalà Alessandra
IRCCS Centro Neurolesi Bonino Pulejo, S.S 113, C. da Casazza, 98124 Messina, Italy.
Brain Sci. 2024 Jun 27;14(7):655. doi: 10.3390/brainsci14070655.
Dyslexia is a common learning disorder that hinders reading fluency and comprehension. Traditional treatments can be tedious for children, limiting their effectiveness. This study investigated the one-year effects of rehabilitation treatment with a virtual reality rehabilitation system (VRRS) on children with dyslexia. Twenty-four children were divided into control (CG) and experimental (EG) groups. The CG underwent conventional neuropsychological treatment (CNT), while the EG underwent VR neurorehabilitation training (VRNT) using the VRRS. Neuropsychological evaluation was conducted before treatment, after six months, and again after one year for both groups. Compared to the control group, children who received VR training showed significant improvement in reading skills, especially in non-word reading and reading speed, even after one year without further VR intervention. VRRS can improve treatment adherence and minimize symptoms by offering engaging activities for children. These findings suggest VRRS may be a valuable tool for dyslexia rehabilitation with long-lasting effects.
阅读障碍是一种常见的学习障碍，会妨碍阅读流畅性和阅读理解能力。传统治疗方法对儿童来说可能很枯燥，从而限制了其效果。本研究调查了虚拟现实康复系统（VRRS）康复治疗对阅读障碍儿童的一年期影响。24名儿童被分为对照组（CG）和实验组（EG）。CG组接受传统神经心理学治疗（CNT），而EG组使用VRRS进行VR神经康复训练（VRNT）。两组在治疗前、治疗六个月后和一年后均进行了神经心理学评估。与对照组相比，接受VR训练的儿童在阅读技能方面有显著改善，尤其是在非单词阅读和阅读速度方面，即使在一年没有进一步VR干预的情况下也是如此。VRRS可以通过为儿童提供引人入胜的活动来提高治疗依从性并减轻症状。这些发现表明，VRRS可能是一种对阅读障碍康复有持久效果的有价值工具。
