Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading

The COVID-19 outbreak necessitated a reorganization of the rehabilitation practices for Learning Disorders (LDs). During the lockdown phase, telerehabilitation offered the possibility to continue training interventions while enabling social distancing. Given such an advantage of telerehabilitation m...

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Autores principales:	Alice Cancer, Daniela Sarti, Marinella De Salvatore, Elisa Granocchio, Daniela Pia Rosaria Chieffo, Alessandro Antonietti
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	dyslexia telerehabilitation rhythm music therapy intervention Pediatrics RJ1-570
Acceso en línea:	https://doaj.org/article/05206eaa6c9b4b26965b2feee9ab9021
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id	oai:doaj.org-article:05206eaa6c9b4b26965b2feee9ab9021
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spelling	oai:doaj.org-article:05206eaa6c9b4b26965b2feee9ab90212021-11-25T17:14:31ZDyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading10.3390/children81110112227-9067https://doaj.org/article/05206eaa6c9b4b26965b2feee9ab90212021-11-01T00:00:00Zhttps://www.mdpi.com/2227-9067/8/11/1011https://doaj.org/toc/2227-9067The COVID-19 outbreak necessitated a reorganization of the rehabilitation practices for Learning Disorders (LDs). During the lockdown phase, telerehabilitation offered the possibility to continue training interventions while enabling social distancing. Given such an advantage of telerehabilitation methods for LDs, clinical research is still needed to test the effectiveness of diverse teletraining approaches by comparing their outcomes with those of face-to-face interventions. To compare the effectiveness of telerehabilitation vs. in-presence rehabilitation of dyslexia, a rhythm-based intervention for reading, called Rhythmic Reading Training (RRT), was tested in a small-scale clinical trial during the lockdown phase of the COVID-19 pandemic. Thirty children aged 8–13 with a diagnosis of developmental dyslexia were assigned to either a telerehabilitation or an in-presence 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. Therefore, RRT was found to be effective in spite of the administration method (remote or in-presence). These results confirm the potential of telemedicine for the rehabilitation of LDs. Clinical Trial ID: NCT04995471.Alice CancerDaniela SartiMarinella De SalvatoreElisa GranocchioDaniela Pia Rosaria ChieffoAlessandro AntoniettiMDPI AGarticledyslexiatelerehabilitationrhythmmusic therapyinterventionPediatricsRJ1-570ENChildren, Vol 8, Iss 1011, p 1011 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	dyslexia telerehabilitation rhythm music therapy intervention Pediatrics RJ1-570
spellingShingle	dyslexia telerehabilitation rhythm music therapy intervention Pediatrics RJ1-570 Alice Cancer Daniela Sarti Marinella De Salvatore Elisa Granocchio Daniela Pia Rosaria Chieffo Alessandro Antonietti Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading
description	The COVID-19 outbreak necessitated a reorganization of the rehabilitation practices for Learning Disorders (LDs). During the lockdown phase, telerehabilitation offered the possibility to continue training interventions while enabling social distancing. Given such an advantage of telerehabilitation methods for LDs, clinical research is still needed to test the effectiveness of diverse teletraining approaches by comparing their outcomes with those of face-to-face interventions. To compare the effectiveness of telerehabilitation vs. in-presence rehabilitation of dyslexia, a rhythm-based intervention for reading, called Rhythmic Reading Training (RRT), was tested in a small-scale clinical trial during the lockdown phase of the COVID-19 pandemic. Thirty children aged 8–13 with a diagnosis of developmental dyslexia were assigned to either a telerehabilitation or an in-presence 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. Therefore, RRT was found to be effective in spite of the administration method (remote or in-presence). These results confirm the potential of telemedicine for the rehabilitation of LDs. Clinical Trial ID: NCT04995471.
format	article
author	Alice Cancer Daniela Sarti Marinella De Salvatore Elisa Granocchio Daniela Pia Rosaria Chieffo Alessandro Antonietti
author_facet	Alice Cancer Daniela Sarti Marinella De Salvatore Elisa Granocchio Daniela Pia Rosaria Chieffo Alessandro Antonietti
author_sort	Alice Cancer
title	Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading
title_short	Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading
title_full	Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading
title_fullStr	Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading
title_full_unstemmed	Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading
title_sort	dyslexia telerehabilitation during the covid-19 pandemic: results of a rhythm-based intervention for reading
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/05206eaa6c9b4b26965b2feee9ab9021
work_keys_str_mv	AT alicecancer dyslexiatelerehabilitationduringthecovid19pandemicresultsofarhythmbasedinterventionforreading AT danielasarti dyslexiatelerehabilitationduringthecovid19pandemicresultsofarhythmbasedinterventionforreading AT marinelladesalvatore dyslexiatelerehabilitationduringthecovid19pandemicresultsofarhythmbasedinterventionforreading AT elisagranocchio dyslexiatelerehabilitationduringthecovid19pandemicresultsofarhythmbasedinterventionforreading AT danielapiarosariachieffo dyslexiatelerehabilitationduringthecovid19pandemicresultsofarhythmbasedinterventionforreading AT alessandroantonietti dyslexiatelerehabilitationduringthecovid19pandemicresultsofarhythmbasedinterventionforreading
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Dyslexia Telerehabilitation during the COVID-19 Pandemic: Results of a Rhythm-Based Intervention for Reading

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