title
  

A mobile app that uses neurofeedback and multi-sensory learning methods improves reading abilities in dyslexia: a pilot study

Warning The system is temporarily closed to updates for reporting purpose.

Eroğlu, Günet and Teber, Serap and Ertürk, Kardelen and Kırmızı, Meltem and Ekici, Barış and Arman, Fehim and Balcısoy, Selim and Özcan, Yusuf Ziya and Çetin, Müjdat (2021) A mobile app that uses neurofeedback and multi-sensory learning methods improves reading abilities in dyslexia: a pilot study. Applied Neuropsychology: Child . ISSN 2162-2965 (Print) 2162-2973 (Online) Published Online First http://dx.doi.org/10.1080/21622965.2021.1908897

Full text not available from this repository.

Official URL: http://dx.doi.org/10.1080/21622965.2021.1908897

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.

Item Type:Article
Uncontrolled Keywords:Auto Train Brain; developmental dyslexia; multi-sensory learning; neurofeedback; special education; TILLS
Subjects:UNSPECIFIED
ID Code:41529
Deposited By:Selim Balcısoy
Deposited On:16 Jun 2021 14:45
Last Modified:16 Jun 2021 14:45

Repository Staff Only: item control page