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Reading and phonological awareness improvement accomplished by transcranial direct current stimulation combined with phonological awareness training: A randomized controlled trial
Applied Neuropsychology: Child ( IF 1.4 ) Pub Date : 2022-03-17 , DOI: 10.1080/21622965.2022.2051144
Seyyedeh Samaneh Mirahadi 1 , Michael A Nitsche 2 , Bagher Pahlavanzadeh 3 , Reyhane Mohamadi 1 , Hasan Ashayeri 4 , Jamile Abolghasemi 5
Affiliation  

Abstract

Phonological awareness (PA) training is a core intervention in dyslexia. Recently, transcranial direct current stimulation (tDCS) has been probed as a complementary intervention for increasing reading ability in dyslexia, but not for enhancing the efficacy of PA. The aim of the current study was thus to examine whether tDCS combined with a PA intervention improves reading, but also PA abilities as a proxy in children with dyslexia. A randomized, double-blind, sham-controlled clinical trial was performed to assess the effects of tDCS (applied bilaterally over the temporo-parietal junction with the anode placed over the left, and the cathode placed over the right hemisphere) combined with PA training on reading and PA abilities in dyslexic patients. Twenty-eight participants were randomly assigned to active (PA + anodal tDCS) or sham (PA + sham tDCS) groups. Each subject participated in 15 treatment sessions. PA and real/non-word reading were evaluated at baseline before the intervention, at the end of the fifth, tenth, and final intervention sessions, and then 6 weeks after intervention. In the active tDCS group, the mean scores of non-word reading and PA tests were significantly improved during, immediately, and 6 weeks after the treatment, as compared to the sham tDCS group. tDCS is thus a promising complementary intervention if combined with PA training to enhance PA and reading abilities in dyslexia for an extended period after treatment.



中文翻译:

经颅直流电刺激结合语音意识训练提高阅读和语音意识:一项随机对照试验

摘要

语音意识 (PA) 训练是阅读障碍的核心干预措施。最近,经颅直流电刺激 (tDCS) 已被探索作为增加阅读障碍阅读能力的补充干预措施,但不能提高 PA 的功效。因此,本研究的目的是检查 tDCS 与 PA 干预相结合是否可以改善阅读,以及作为阅读障碍儿童代理的 PA 能力。进行了一项随机、双盲、假对照临床试验以评估 tDCS(双侧应用于颞顶叶交界处,阳极置于左侧,阴极置于右半球)结合 PA 训练的效果关于阅读障碍患者的阅读和 PA 能力。二十八名参与者被随机分配到活动(PA + 阳极 tDCS)或假(PA + 假 tDCS)组。每个受试者参加 15 次治疗。PA 和真实/非单词阅读在干预前的基线、第五次、第十次和最后一次干预会议结束时以及干预后 6 周进行了评估。与假 tDCS 组相比,在活动 tDCS 组中,非单词阅读和 PA 测试的平均分数在治疗期间、即刻和治疗后 6 周显着提高。因此,如果与 PA 训练相结合以在治疗后的较长时间内增强阅读障碍的 PA 和阅读能力,tDCS 是一种很有前途的补充干预措施。在第五次、第十次和最后一次干预会议结束时,然后是干预后 6 周。与假 tDCS 组相比,在活动 tDCS 组中,非单词阅读和 PA 测试的平均分数在治疗期间、即刻和治疗后 6 周显着提高。因此,如果与 PA 训练相结合以在治疗后的较长时间内增强阅读障碍的 PA 和阅读能力,tDCS 是一种很有前途的补充干预措施。在第五次、第十次和最后一次干预会议结束时,然后是干预后 6 周。与假 tDCS 组相比,在活动 tDCS 组中,非单词阅读和 PA 测试的平均分数在治疗期间、即刻和治疗后 6 周显着提高。因此,如果与 PA 训练相结合以在治疗后的较长时间内增强阅读障碍的 PA 和阅读能力,tDCS 是一种很有前途的补充干预措施。

更新日期:2022-03-17
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