Abstract

Reading comprehension is difficult to improve for children with dyslexia because of the continuing demands of orthographic decoding in combination with limited working memory capacity. Children with dyslexia get special education that improves spelling, phonemic and vocabulary awareness, however the latest research indicated that special education does not improve reading comprehension. With the aim of improving reading comprehension, reading speed and all other reading abilities of children with dyslexia, Auto Train Brain that is a novel mobile app using neurofeedback and multi-sensory learning methods was developed. With a clinical study, we wanted to demonstrate the effectiveness of Auto Train Brain on reading abilities. We compared the cognitive improvements obtained with Auto Train Brain with the improvements obtained with special dyslexia training. Auto Train Brain was applied to 16 children with dyslexia 60 times for 30 minutes. The control group consisted of 14 children with dyslexia who did not have remedial training with Auto Train Brain, but who did continue special education. The TILLS test was applied to both the experimental and the control group at the beginning of the experiment and after a 6-month duration from the first TILLS test. Comparison of the pre- and post- TILLS test results indicated that applying neurofeedback and multi-sensory learning method improved reading comprehension of the experimental group more than that of the control group statistically significantly. Both Auto Train Brain and special education improved phonemic awareness and nonword spelling.

摘要

由于拼写解码的持续需求以及有限的工作记忆能力，阅读障碍儿童的阅读理解难以提高。患有阅读障碍的儿童接受特殊教育，可以提高拼写、音素和词汇意识，但最新研究表明，特殊教育并不能提高阅读理解能力。为了提高阅读障碍儿童的阅读理解能力、阅读速度和所有其他阅读能力，开发了一款采用神经反馈和多感官学习方法的新型移动应用程序 Auto Train Brain。通过一项临床研究，我们想证明 Auto Train Brain 对阅读能力的有效性。我们将使用 Auto Train Brain 获得的认知改善与通过特殊阅读障碍训练获得的改善进行了比较。Auto Train Brain 应用于 16 名阅读障碍儿童 60 次，每次 30 分钟。对照组由 14 名阅读障碍儿童组成，他们没有接受 Auto Train Brain 的补救培训，但他们继续接受特殊教育。TILLS 测试在实验开始时和第一次 TILLS 测试后的 6 个月后应用于实验组和对照组。对比 TILLS 前后的测试结果表明，应用神经反馈和多感官学习方法对实验组的阅读理解能力的提高显着高于对照组。