Improving reading abilities in dyslexia with neurofeedback and multi-sensory learning
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Eroğlu, Günet (2020) Improving reading abilities in dyslexia with neurofeedback and multi-sensory learning. [Thesis]
Official URL: https://risc01.sabanciuniv.edu/record=b2486388_(Table of contents)
Developmental dyslexia is a subtype of speci c learning disabilities. There are several methods for improving learning abilities, including neurofeedback and multisensory learning methods. As past work has shown, applying neurofeedback can improve spelling, reading, writing skills, normalizing fear, and anxiety of children with dyslexia. Multi-sensory learning methods utilize hearing (audition), reading (vision), seeing (vision), and touching (tactile/ kinaesthetic) simultaneously and proven to be useful for children with dyslexia. Neurofeedback focuses on normalizing the synaptic connections in the cortex, while multi-sensory learning focuses on using di erent parts of the brain to help with the learning process. Neurofeedback with multi-sensory learning (MSL) experiences in helping people with dyslexia was investigated in this research. Auto Train Brain is multi-sensory learning and neurofeedback based mobile application to improve the cognitive functions of children with dyslexia. It reads qEEG signals from EMOTIV EPOC+ and processes these signals aand provides feedback to a child to improve the brain signals with visual and auditory cues. The major contribution of this thesis is that it presents the rst study that combines neurofeedback with multi-sensory learning principles. Moreover Auto Train Brain has a novel neurofeedback technique from 14- electrode channels. Auto Train Brain was applied to 16 subjects with dyslexia more than 60 times for around 30 minutes. 4 of them also received special education. The control group consisted of 14 subjects with dyslexia (mean age: 8.59) who did not have remedial teaching with Auto Train Brain, but who did continue special education. The TILLS test, which is a new neuropsychological test to diagnose dyslexia, was applied to both groups at the beginning of the experiment and after a 6-month duration from the rst TILLS test. Comparison of the pre- treatment and post-treatment TILLS test results indicate that applying neurofeedback and multi-sensory learning method concurrently is feasible for improving reading abilities of people with dyslexia. Reading comprehension of the experimental group improved more than that of the control group statistically signi cantly
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