Differences in dyslexic students before and after a remediation program: A clinical neuropsychological and event related potential study

Abstract

Developmental dyslexia is defined as an unexpected specific and persistent failure to acquire efficient reading skills despite conventional instruction, adequate intelligence and sociocultural opportunity. This article reports the outcomes of a study that evaluated the implementation of a 4-month intervention program. The intervention consisted of structured activities aiming at improving (a) the children’s phonological awareness, (b) their visual and auditory memory, (c) their visual discrimination ability, and (d) their text comprehension. Participants were 12 children diagnosed as dyslexic matched with 12 typically achieving peers of similar age and gender. Baseline assessment consisted of a clinical neuropsychological battery of tests and Event Related Potentials (ERPs) and resulted in confirming the discrepancy between the dyslexic and the control group. Following the remediation program, the dyslexic group did not differ significantly from their control group in six out of eight neuropsychological tests. The electrophysiological results revealed that the two groups had similar P300 latencies in 12 out of the 15 electroencephalographic sites assessed. These findings suggest that children with dyslexia can improve their abilities through a remediation program which aims to strengthen their audio-visual and phonological processes along with their working memory capability. © 2017, © 2017 Taylor & Francis Group, LLC.