Speaker
Description
Based on the transfer effects of music training on the phonological and reading abilities of children with dyslexia, a computerized rhythmic intervention—the Rhythmic Reading Training (RRT)—was developed, in which reading exercises are combined with a rhythmic synchronization task. This rehabilitation program was previously tested in multiple controlled clinical trials, which confirmed its effectiveness in improving reading in children and adolescents with dyslexia. Given the advantage of telerehabilitation methods for dyslexia during the COVID-19 pandemic, clinical research was needed to test the effectiveness of tele-training approaches by comparing their outcomes with those of face-to-face interventions. To compare the effectiveness of telerehabilitation vs. in-presence rehabilitation of dyslexia, RRT was tested on a sample of 36 children aged 8–13 with a diagnosis of developmental dyslexia. Participants were assigned to either a telerehabilitation (n = 18) or an in-presence (n = 18) rehabilitation setting and received RRT for 10 biweekly sessions of 45 min, supervised by a trained practitioner. The results showed that both telerehabilitation and in-presence rehabilitation were effective in improving reading and rapid automatized naming in children with dyslexia and that the effects were comparable between settings. Such results demonstrated that RRT is effective despite the administration method (remote or in-presence), thus adding evidence of its potential as a rehabilitation method for dyslexia.
| If you're submitting a poster, would you be interested in giving a blitz talk? | No |
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| If you're submitting a symposium talk, what's the symposium title? | The Beat and Beyond: Unveiling the Roots, Development, and Applications of Human Musical Rhythm |
| If you're submitting a symposium, or a talk that is part of a symposium, is this a junior symposium? | No |
