Effects of treatment of reading skills in a child with borderline intellectual functioning

Francesco D. Di Blasi, Enrico Savelli, Marinella Zingale, Serafino Buono, Santo F. Di Nuovo

Research output: Contribution to journalArticlepeer-review


Background: People with borderline intellectual functioning (BIF) show difficulties in academic achievements. They often struggle to read fluently and display poor reading comprehension. However, they usually are not properly diagnosed with specific reading deficits and, consequently, no treatment program is prescribed. Thus, reading remediation for subjects with BIF remains largely unexplored. This work investigated the effectiveness of an intervention aimed at improving reading in a child with BIF. Methods: A computer reading program based on the dualroute model was used for a period of 3 months with the aim of automatizing word recognition and assembling of sub-lexical units (phonemes). Reading performance was measured before and after treatment. Results: The reliable change index of reading skills during pre-post treatment and at follow-up showed significant improvements in text, word, and nonword reading accuracy, rather than in reading speed. Discussion: Findings are discussed in terms of specific characteristics of the treatment and benefits that can be obtained in children with BIF.

Original languageEnglish
Pages (from-to)25-32
Number of pages8
JournalInternational Journal on Disability and Human Development
Issue number1
Publication statusPublished - Feb 1 2014


  • Borderline intellectual functioning
  • Reading remediation
  • Reading skills

ASJC Scopus subject areas

  • Rehabilitation
  • Geriatrics and Gerontology
  • Advanced and Specialised Nursing
  • Psychiatry and Mental health
  • Sensory Systems
  • Speech and Hearing


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