Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia

Abstract Dyslexia is characterized by difficulties in learning to read and there is some evidence that action video games (AVG), without any direct phonological or orthographic stimulation, improve reading efficiency in Italian children with dyslexia. However, the cognitive mechanism underlying this...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Sandro Franceschini, Piergiorgio Trevisan, Luca Ronconi, Sara Bertoni, Susan Colmar, Kit Double, Andrea Facoetti, Simone Gori
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2017
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/efc9b61bc01944f5b96f7234010e5c11
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:efc9b61bc01944f5b96f7234010e5c11
record_format	dspace
spelling	oai:doaj.org-article:efc9b61bc01944f5b96f7234010e5c112021-12-02T11:52:40ZAction video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia10.1038/s41598-017-05826-82045-2322https://doaj.org/article/efc9b61bc01944f5b96f7234010e5c112017-07-01T00:00:00Zhttps://doi.org/10.1038/s41598-017-05826-8https://doaj.org/toc/2045-2322Abstract Dyslexia is characterized by difficulties in learning to read and there is some evidence that action video games (AVG), without any direct phonological or orthographic stimulation, improve reading efficiency in Italian children with dyslexia. However, the cognitive mechanism underlying this improvement and the extent to which the benefits of AVG training would generalize to deep English orthography, remain two critical questions. During reading acquisition, children have to integrate written letters with speech sounds, rapidly shifting their attention from visual to auditory modality. In our study, we tested reading skills and phonological working memory, visuo-spatial attention, auditory, visual and audio-visual stimuli localization, and cross-sensory attentional shifting in two matched groups of English-speaking children with dyslexia before and after they played AVG or non-action video games. The speed of words recognition and phonological decoding increased after playing AVG, but not non-action video games. Furthermore, focused visuo-spatial attention and visual-to-auditory attentional shifting also improved only after AVG training. This unconventional reading remediation program also increased phonological short-term memory and phoneme blending skills. Our report shows that an enhancement of visuo-spatial attention and phonological working memory, and an acceleration of visual-to-auditory attentional shifting can directly translate into better reading in English-speaking children with dyslexia.Sandro FranceschiniPiergiorgio TrevisanLuca RonconiSara BertoniSusan ColmarKit DoubleAndrea FacoettiSimone GoriNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 7, Iss 1, Pp 1-12 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Sandro Franceschini Piergiorgio Trevisan Luca Ronconi Sara Bertoni Susan Colmar Kit Double Andrea Facoetti Simone Gori Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia
description	Abstract Dyslexia is characterized by difficulties in learning to read and there is some evidence that action video games (AVG), without any direct phonological or orthographic stimulation, improve reading efficiency in Italian children with dyslexia. However, the cognitive mechanism underlying this improvement and the extent to which the benefits of AVG training would generalize to deep English orthography, remain two critical questions. During reading acquisition, children have to integrate written letters with speech sounds, rapidly shifting their attention from visual to auditory modality. In our study, we tested reading skills and phonological working memory, visuo-spatial attention, auditory, visual and audio-visual stimuli localization, and cross-sensory attentional shifting in two matched groups of English-speaking children with dyslexia before and after they played AVG or non-action video games. The speed of words recognition and phonological decoding increased after playing AVG, but not non-action video games. Furthermore, focused visuo-spatial attention and visual-to-auditory attentional shifting also improved only after AVG training. This unconventional reading remediation program also increased phonological short-term memory and phoneme blending skills. Our report shows that an enhancement of visuo-spatial attention and phonological working memory, and an acceleration of visual-to-auditory attentional shifting can directly translate into better reading in English-speaking children with dyslexia.
format	article
author	Sandro Franceschini Piergiorgio Trevisan Luca Ronconi Sara Bertoni Susan Colmar Kit Double Andrea Facoetti Simone Gori
author_facet	Sandro Franceschini Piergiorgio Trevisan Luca Ronconi Sara Bertoni Susan Colmar Kit Double Andrea Facoetti Simone Gori
author_sort	Sandro Franceschini
title	Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia
title_short	Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia
title_full	Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia
title_fullStr	Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia
title_full_unstemmed	Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia
title_sort	action video games improve reading abilities and visual-to-auditory attentional shifting in english-speaking children with dyslexia
publisher	Nature Portfolio
publishDate	2017
url	https://doaj.org/article/efc9b61bc01944f5b96f7234010e5c11
work_keys_str_mv	AT sandrofranceschini actionvideogamesimprovereadingabilitiesandvisualtoauditoryattentionalshiftinginenglishspeakingchildrenwithdyslexia AT piergiorgiotrevisan actionvideogamesimprovereadingabilitiesandvisualtoauditoryattentionalshiftinginenglishspeakingchildrenwithdyslexia AT lucaronconi actionvideogamesimprovereadingabilitiesandvisualtoauditoryattentionalshiftinginenglishspeakingchildrenwithdyslexia AT sarabertoni actionvideogamesimprovereadingabilitiesandvisualtoauditoryattentionalshiftinginenglishspeakingchildrenwithdyslexia AT susancolmar actionvideogamesimprovereadingabilitiesandvisualtoauditoryattentionalshiftinginenglishspeakingchildrenwithdyslexia AT kitdouble actionvideogamesimprovereadingabilitiesandvisualtoauditoryattentionalshiftinginenglishspeakingchildrenwithdyslexia AT andreafacoetti actionvideogamesimprovereadingabilitiesandvisualtoauditoryattentionalshiftinginenglishspeakingchildrenwithdyslexia AT simonegori actionvideogamesimprovereadingabilitiesandvisualtoauditoryattentionalshiftinginenglishspeakingchildrenwithdyslexia
_version_	1718395020206145536

Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia

Ejemplares similares