Training RAN or reading? A telerehabilitation study on developmental dyslexia

C. Pecini; S. Spoglianti; S. Bonetti; M.C. Di Lieto; F. Guaran; A. Martinelli; F. Gasperini; P. Cristofani; C. Casalini; S. Mazzotti; R. Salvadorini; S. Bargagna; P. Palladino; D. Cismondo; A. Verga; C. Zorzi; D. Brizzolara; C. Vio; A.M. Chilosi

doi:10.1002/dys.1619

Training RAN or reading? A telerehabilitation study on developmental dyslexia

C. Pecini, S. Spoglianti, S. Bonetti, M.C. Di Lieto, F. Guaran, A. Martinelli, F. Gasperini, P. Cristofani, C. Casalini, S. Mazzotti, R. Salvadorini, S. Bargagna, P. Palladino, D. Cismondo, A. Verga, C. Zorzi, D. Brizzolara, C. Vio, A.M. Chilosi

Fondazione Stella Maris

Research output: Contribution to journal › Article › peer-review

Abstract

Rehabilitation procedures recommended for developmental dyslexia (DD) are still not fully defined, and only few studies directly compare different types of training. This study compared a training (Reading Trainer) working on the reading impairment with one (Run the RAN) working on the rapid automatized naming (RAN) impairment, one of the main cognitive deficits associated with DD. Two groups of DD children (N = 45) equivalent for age, sex, full IQ, and reading speed were trained either by Reading Trainer (n = 21) or by Run the RAN (n = 24); both trainings required an intensive home exercise, lasting 3 months. Both trainings showed significant improvements in reading speed and accuracy of passages and words. Bypassing the use of alphanumeric stimuli, but empowering the cognitive processes underlying reading, training RAN may be a valid tool in children with reading difficulties opening new perspectives for children with severe impairments or, even, at risk of reading difficulties. © 2019 John Wiley & Sons, Ltd.

Original language	English
Journal	Dyslexia
DOIs	https://doi.org/10.1002/dys.1619
Publication status	Published - 2019

Keywords

developmental dyslexia
intervention
rapid automatized naming
reading
telerehabilitation
child
comparative study
dyslexia
female
human
male
procedures
psychology
reaction time
teaching
treatment outcome
Child
Dyslexia
Female
Humans
Male
Reaction Time
Reading
Remedial Teaching
Telerehabilitation
Treatment Outcome

Access to Document

10.1002/dys.1619

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066880577&doi=10.1002%2fdys.1619&partnerID=40&md5=eb4dabd51ab42e08315a790ea869c498

Cite this

Pecini, C., Spoglianti, S., Bonetti, S., Di Lieto, M. C., Guaran, F., Martinelli, A., Gasperini, F., Cristofani, P., Casalini, C., Mazzotti, S., Salvadorini, R., Bargagna, S., Palladino, P., Cismondo, D., Verga, A., Zorzi, C., Brizzolara, D., Vio, C., & Chilosi, A. M. (2019). Training RAN or reading? A telerehabilitation study on developmental dyslexia. Dyslexia. https://doi.org/10.1002/dys.1619

Pecini, C, Spoglianti, S, Bonetti, S, Di Lieto, MC, Guaran, F, Martinelli, A, Gasperini, F , Cristofani, P , Casalini, C , Mazzotti, S , Salvadorini, R , Bargagna, S, Palladino, P, Cismondo, D, Verga, A, Zorzi, C, Brizzolara, D, Vio, C & Chilosi, AM 2019, 'Training RAN or reading? A telerehabilitation study on developmental dyslexia', Dyslexia. https://doi.org/10.1002/dys.1619

@article{628ff1c0107c4b4ab8a0bfe7d906a051,

title = "Training RAN or reading? A telerehabilitation study on developmental dyslexia",

abstract = "Rehabilitation procedures recommended for developmental dyslexia (DD) are still not fully defined, and only few studies directly compare different types of training. This study compared a training (Reading Trainer) working on the reading impairment with one (Run the RAN) working on the rapid automatized naming (RAN) impairment, one of the main cognitive deficits associated with DD. Two groups of DD children (N = 45) equivalent for age, sex, full IQ, and reading speed were trained either by Reading Trainer (n = 21) or by Run the RAN (n = 24); both trainings required an intensive home exercise, lasting 3 months. Both trainings showed significant improvements in reading speed and accuracy of passages and words. Bypassing the use of alphanumeric stimuli, but empowering the cognitive processes underlying reading, training RAN may be a valid tool in children with reading difficulties opening new perspectives for children with severe impairments or, even, at risk of reading difficulties. {\textcopyright} 2019 John Wiley & Sons, Ltd.",

keywords = "developmental dyslexia, intervention, rapid automatized naming, reading, telerehabilitation, child, comparative study, dyslexia, female, human, male, procedures, psychology, reaction time, teaching, treatment outcome, Child, Dyslexia, Female, Humans, Male, Reaction Time, Reading, Remedial Teaching, Telerehabilitation, Treatment Outcome",

author = "C. Pecini and S. Spoglianti and S. Bonetti and {Di Lieto}, M.C. and F. Guaran and A. Martinelli and F. Gasperini and P. Cristofani and C. Casalini and S. Mazzotti and R. Salvadorini and S. Bargagna and P. Palladino and D. Cismondo and A. Verga and C. Zorzi and D. Brizzolara and C. Vio and A.M. Chilosi",

note = "Export Date: 7 February 2020 CODEN: DYSLE Correspondence Address: Chilosi, A.M.; Department of Developmental Neuroscience, IRCCS Stella MarisItaly; email: achilosi@fsm.unipi.it References: (2013) Diagnostic and statistical manual of mental disorders, (2014). , 5th, ed.)., Arlington, VA, American Psychiatric Publishing, Edizione italiana Biondi, M. (edited by). Manuale diagnostico e statistico dei disturbi mentali. Mila Raffaello Cortina Ed; Ara{\'u}jo, S., In{\'a}cio, F., Francisco, A., Fa{\'i}sca, L., Petersson, K.M., Reis, A., Component processes subserving rapid automatized naming in dyslexic and non-dyslexic readers (2011) Dyslexia, 17 (3), pp. 242-255. , https://doi.org/10.1002/dys.433; Ara{\'u}jo, S., Reis, A., Petersson, K.M., Fa{\'i}sca, L., Rapid automatized naming and reading performance: A meta-analysis (2015) Journal of Educational Psychology, 107 (3), pp. 868-883. , https://doi.org/10.1037/edu0000006; Bavelier, D., Green, C.S., Seidenberg, M.S., Cognitive development: Gaming your way out of dyslexia? (2013) Current Biology, 23 (7), pp. 282-283; Belacchi, C., Scalisi, T.G., Cannoni, E., Cornoldi, C., (2008) Manual CPM. Colored Progressive Matrices. Standardizzazione Italiana, , Firenze, Giunti-O.S; Bexkens, A., van den Wildenberg, W.P., Tijms, J., Rapid automatized naming in children with dyslexia: Is inhibitory control involved? (2015) Dyslexia, 21 (3), pp. 212-234. , https://doi.org/10.1002/dys.1487; Bonacina, S., Cancer, A., Lanzi, P.L., Lorusso, M.L., Antonietti, A., Improving reading skills in students with dyslexia: The efficacy of a sublexical training with rhythmic background (2015) Frontiers in Psychology, 6, p. 1510. , https://doi.org/10.3389/fpsyq.2015.01510; Brizzolara, D., Chilosi, A.M., Cipriani, P., Di Filippo, G., Gasperini, F., Mazzotti, S., Zoccolotti, P., Do phonologic and rapid automatized naming deficit differentially affect dyslexic children with and without a history of language delay? A study of Italian dyslexic children (2006) Cognitive and Behaviour Neurology, 19, pp. 141-149. , https://doi.org/10.1097/01.wnn.0000213902.59827.19; Chacko, A., Uderman, J., Feirsen, N., Bedard, A.C., Marks, D., Learning and cognitive disorders: Multidiscipline treatment approaches (2013) Child and Adolescent Psychiatric Clinics of North America, 22 (3), pp. 457-477. , https://doi.org/10.1016/j.chc.2013.03.006; Chilosi, A.M., Brizzolara, D., Lami, L., Pizzoli, C., Gasperini, F., Pecini, C., Zoccolotti, P., Reading and spelling disabilities in children with and without a history of early language delay: A neuropsychological and linguistic study (2009) Child Neuropsychology, 15, pp. 582-604. , https://doi.org/10.1080/09297040902927614; Cohen, J., (1988) Statistical power analysis for the behavioral sciences, , 2nd, ed.)., Hillsdale, Lawrence Erlbaum; Cornoldi, C., Colpo, G., (2011) Prove di lettura MT-2 per la scuola primaria, , Firenze, IT, Giunti-O.S; Cornoldi, C., Colpo, G., (2012) Nuove Prove di lettura MT per la Scuola Secondaria di I Grado, , Firenze, IT, Giunti-O.S; Cummine, J., Chouinard, B., Szepesvari, E., Georgiou, G.K., An examination of the rapid automatized naming-reading relationship using functional magnetic resonance imaging (2015) Neuroscience, 1 (305), pp. 49-66. , https://doi.org/10.1016/j.neuroscience.2015.07.071; Cummine, J., Szepesvari, E., Chouinard, B., Hanif, W., Georgiu, G., A functional investigation of RAN letters, digits, and objects: How similar are they? (2014) Behavioural Brain Research, 275, pp. 157-165. , https://doi.org/10.1016/j.bbr.2014.08.038; Dahlin, K.I., Effects of working memory training on reading in children with special needs (2011) Reading and Writing, 24 (4), pp. 479-491. , https://doi.org/10.1007/s11145-010-9238-y; De Jong, P.F., Vrielink, L.O., Rapid automatic naming: Easy to measure, hard to improve (quickly) (2004) Annals of Dyslexia, 54 (1), pp. 65-88. , https://doi.org/10.1007/s11881-004-0004-1; De Luca, M., Di Filippo, G., Judica, A., Spinelli, D., Zoccolotti, P., (2005) Test di denominazione rapida e ricerca visiva di colori, figure e numeri, , Roma, IT, Fondazione Santa Lucia; Denckla, M.B., Rudel, R.G., Naming of object-drawings by dyslexic and other learning disabled children (1976) Brain and Language, 3 (1), pp. 1-15. , https://doi.org/10.1016/0093-934X(76)90001-8; Di Filippo, G., Brizzolara, D., Chilosi, A.M., De Luca, M., Judica, A., Pecini, C., Zoccolotti, P., Rapid naming, not cancellation speed or articulation rate, predicts reading in an orthographically regular language (Italian) (2005) Child Neuropsychology, 11 (4), pp. 349-361. , https://doi.org/10.1080/09297040490916947; Di Filippo, G., Brizzolara, D., Chilosi, A.M., De Luca, M., Judica, A., Pecini, C., Zoccolotti, P., Naming speed and visual search deficits in readers with disabilities: Evidence from an orthographically regular language (Italian) (2006) Developmental Neuropsychology, 30 (3), pp. 885-904. , https://doi.org/10.1207/s15326942dn3003_7; Di Filippo, G., Zoccolotti, P., Separating global and specific factors in developmental dyslexia (2012) Child Neuropsychology, 18 (4), pp. 356-391. , https://doi.org/10.1080/09297049.2011.613809; Diamond, A., Lee, K., Interventions shown to aid executive function development in children 4–12 years old (2011) Science, 19, pp. 959-964; Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M., Facoetti, A., Action video games make dyslexic children read better (2013) Current Biology, 23, pp. 462-466. , https://doi.org/10.1016/j.cub.2013.01.044; Fritz, C.O., Morris, P.E., Richler, J.J., Effect size estimates: current use, calculations, and interpretation (2012) J Exp Psychol, 141 (1), pp. 2-18. , https://doi.org/10.1037/a0024338, Epub 2011 Aug 8; Galuschka, K., Schulte-K{\"o}me, G., Clinical practice guideline: The diagnosis and treatment of reading and/or spelling disorders in children and adolescents (2016) Deutsches {\"A}rzteblatt International, 113, pp. 279-286. , https://doi.org/10.3238/arztebl.2016.0279; Gasperini, F., Brizzolara, D., Cristofani, P., Casalini, C., Chilosi, A.M., The contribution of discrete-trial naming and visual recognition to rapid automatized naming deficits of dyslexic children with and without a history of language delay (2014) Frontiers in Human Neuroscience, 8, p. 652. , https://doi.org/10.3389/fnhum.2014.00652; Georgiou, G.K., Aro, M., Liao, C.H., Parrila, R., Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency (2016) Journal of Experimental Child Psychology, 143, pp. 48-64. , https://doi.org/10.1016/j.jecp.2015.10.017; Georgiou, G.K., Parrila, R., Cui, Y., Papadopoulos, T.C., Why is rapid automatized naming related to reading? (2013) Journal of Experimental Child Psychology, 115 (1), pp. 218-225. , https://doi.org/10.1016/j.jecp.2012.10.015; Ghidoni, E., Angelini, D., La dislessia negli adolescenti e negli adulti (2011) Gli Annali Della Pubblica Istruzione, 4, pp. 119-127; Gori, S., Facoetti, A., Perceptual learning as a possible new approach for remediation and prevention of developmental dyslexia (2014) Vision Research, 99, pp. 78-87. , https://doi.org/10.1016/j.visres.2013.11.011; Helland, T., Morken, F., Neurocognitive development and predictors of L1 and L2 literacy skills in dyslexia: A longitudinal study of children 5–11 years old (2016) Dyslexia, 22 (1), pp. 3-26. , https://doi.org/10.1002/dys.1515; Holmes, J., Gathercole, S.E., Place, M., Dunning, D.L., Hilton, K.A., Elliott, J.G., Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD (2010) Applied Cognitive Psychology, 24, pp. 827-836. , https://doi.org/10.1002/acp.1589; Holmes, J., Wolf, M., Miller, L., Donnelley, K., Retrieval, automaticity, vocabulary, elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading interaction program (2009) Journal of Learning Disabilities, 33, pp. 375-386; Huc-Chabrolle, M., Barthez, M.A., Tripi, G., Barth{\'e}l{\'e}my, C., Bonnet-Brilhault, F., Psychocognitive and psychiatric disorders associated with developmental dyslexia: A clinical and scientific issue (2010) Encephale, 36 (2), pp. 172-179. , https://doi.org/10.1016/j.encep.2009.02.005, Epub 2009 Jun 10; Hulme, C., Snowling, M.J., Reading disorders and dyslexia (2016) Current Opinion in Pediatrics, 28, pp. 731-735. , https://doi.org/10.1097/MOP0000000000000411, [Epub Ahead of Print]; (2012) IBM SPSS Statistics for Macintosh, version 21.0, , Released(, Armonk, NY, IBM Corp; Kirby, J.R., Georgiou, G.K., Martinussen, R., Parrila, R., Naming speed and reading: From prediction to nstruction (2010) Reading Research Quarterly, 45 (3), pp. 341-362. , https://doi.org/10.1598/RRQ.45.3.4; Kirby, N., Gerlanc, D., BootES: An R package for bootstrap confidence intervals on effect sizes (2013) Behav Res, 45, pp. 905-927. , https://doi.org/10.3758/s13428-013-0330-5; Klingberg, T., Fernell, E., Olesen, P.J., Johnson, M., Gustafsson, P., Dahlstr{\"o}m, K., Westerberg, H., Computerized training of working memory in children with ADHD—A randomized, controlled trial (2005) Journal of the American Academy of Child & Adolescent Psychiatry, 44, pp. 177-186. , https://doi.org/10.1097/00004583-200502000-00010; Korn, E.L., Baumrind, S., Randomised clinical trials with clinician-preferred treatment (1991) Lancet, 19, pp. 149-152. , https://doi.org/10.1016/0140-6736(91)90809-4; Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Lepp{\"a}nen, P.H., Lohvansuu, K., Schulte-K{\"o}rne, G., Predictors of developmental dyslexia in European orthographies with varying complexity (2013) Journal of Child Psychology and Psychiatry, 54 (6), pp. 686-694. , https://doi.org/10.1111/jcpp.12029; Mammarella, I.C., Ghisi, M., Bomba, M., Bottesi, G., Caviola, S., Broggi, F., Nacinovich, R., Anxiety and depression in children with nonverbal learning disabilities, reading disabilities, or typical development (2016) Journal of Learning Disabilities, 49 (2), pp. 130-139. , https://doi.org/10.1177/0022219414529336, Epub 2014 Apr 14; Nelson, J.M., Examination of the double-deficit hypothesis with adolescents and young adults with dyslexia (2015) Ann Dyslexia, 65 (3), pp. 159-177. , https://doi.org/10.1007/s11881-015-0105-z, Epub 2015 May 16; Norton, E.S., Black, J.M., Stanley, L.M., Tanaka, H., Gabrieli, J.D., Sawyer, C., Hoeft, F., Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia (2014) Neuropsychologia, 61, pp. 235-246. , https://doi.org/10.1016/j.neuropsychologia.2014.06.015; Norton, E.S., Wolf, M., Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities (2012) Annual Review of Psychology, 63, pp. 427-452. , https://doi.org/10.1146/annurev-psych-120710-100431; Olofsson, A., Taube, K., Ahl, A., Academic achievement of university students with dyslexia (2015) Dyslexia, 21 (4), pp. 338-349. , https://doi.org/10.1002/dys.1517, Epub 2015 Oct 13; Orsini, A., Pezzuti, L., Picone, L., (2012) WISC IV. Contributo alla taratura Italiana, , (Eds.) (, Firenze, IT, Giunti-O.S, edited by; Papadopoulos, T.C., Spanoudis, G.C., Georgiou, G.K., How is RAN related to reading fluency? A comprehensive examination of the prominent theoretical accounts (2016) Front Psychol, 24 (7), p. 1217. , https://doi.org/10.3389/fpsyg.2016.01217, eCollection 2016; Pecini, C., Biagi, L., Brizzolara, D., Cipriani, P., Di Lieto, M.C., Guzzetta, A., Chilosi, A.M., How many functional brains in developmental dyslexia? When the history of language delay makes the difference (2011) Cognitive and Behavioral Neurology, 24 (2), pp. 85-92. , https://doi.org/10.1097/WNN.0b013e318222a4c2; Pecini, C., Spoglianti, S., Michetti, S., Bonetti, S., Di Lieto, M.C., Gasperini, F., Chilosi, A.M., Tele-rehabilitation in developmental dyslexia: Methods of implementation and expected results (2018) Minerva Pediatrica, 70 (6), pp. 529-538. , https://doi.org/10.23736/S0026-4946.16.04426-1; Pennington, B.F., Bishop, D.V., Relations among speech, language, and reading disorders (2009) Annual Review of Psychology, 60, pp. 283-306. , https://doi.org/10.1146/annurev.psych.60.110707.163548; Peterson, R.L., Arnett, A.B., Pennington, B.F., Byrne, B., Samuelsson, S., Olson, R.K., Literacy acquisition influences children's rapid automatized naming (2018) Developmental Science, 21 (3). , https://doi.org/10.1111/desc.12589, Epub 2017 Aug 15; Sartori, G., Job, R., Tressoldi, P.E., (2007) DDE-2. Batteria per la valutazione della Dislessia e della Disortografia Evolutiva-2, , Firenze, IT, Organizzazioni Speciali; Snowling, M.J., Hulme, C., Annual research review: The nature and classification of reading disorders-a commentary on proposals for DSM-5 (2012) Journal of Child Psychology and Psychiatry, 53 (5), pp. 593-607. , https://doi.org/10.1111/j.1469-7610.2011.02495.x, Epub 2011 Dec 5; Song, S., Georgiou, G.K., Su, M., Hua, S., How well do phonological awareness and rapid automatized naming correlate with Chinese reading accuracy and fluency? A meta-analysis (2016) Journal of Scientific Studies of Reading, 20 (2), pp. 99-123. , https://doi.org/10.1080/10888438.2015.1088543; Spencer-Smith, M., Klingberg, T., Benefits of a working memory training program for inattention in daily life: A systematic review and meta-analysis (2015) PLoS ONE, 10 (3). , https://doi.org/10.1371/journal.pone.0119522; Thorell, L.B., Lindqvist, S., Bergman, N.S., Bohlin, G., Klingberg, T., Training and transfer effects of executive functions in preschool children (2009) Developmental Science, 12, pp. 106-133. , https://doi.org/10.1111/j.1467-7687.2008.00745.x; Tilanus, E.A., Segers, E., Verhoeven, L., Responsiveness to intervention in children with dyslexia (2016) Dyslexia, 22 (3), pp. 214-232; Tressoldi, P.E., Brembati, F., Donini, R., Iozzino, R., Vio, C., Treatment of dyslexia in a regular orthography: Efficacy and efficiency (cost-effectiveness), comparison between home vs clinic-based treatments (2012) Europe's Journal of Psychology, 8, pp. 375-390. , https://doi.org/10.5964/ejop.v8i3.442; Tressoldi, P.E., Vio, C., Russo, M.L., Facoetti, A., Iozzino, R., Confronto di efficacia ed efficienza tra trattamenti per il miglioramento della lettura in soggetti dislessici (2003) Psicologia Clinica dello Sviluppo, 7 (3), pp. 481-493; Tucci, R., Savoia, V., Bertolo, L., Vio, C., Tressoldi, P.E., Efficacy and efficiency outcomes of a training to ameliorate developmental dyslexia using the online software Reading Trainer{\textregistered} (2015) Bollettino di Psicologia Applicata, 273, pp. 53-59; van Bergen, E., van der Leij, A., de Jong, P.F., The intergenerational multiple deficit model and the case of dyslexia (2014) Frontiers in Human Neuroscience, 8, p. 346. , https://doi.org/10.3389/fnhum.2014.00346; van den Bos, K.P., Zijlstra, B.J.H., Spelberg, B.J.H., Life-span data on continuous-naming speeds of numbers, letters, colors and pictured objects, and word-reading speed (2002) Scientific Studies of Reading, 6, pp. 25-49. , https://doi.org/10.1207/S1532799XSSR0601_02; Wechsler, D., (2003) WISC-IV. Wechsler intelligence scale for children—Fourth edition, , San Antonio, TX, Pearson Education, Inc; Wexler, J., Vaughn, S., Edmonds, M., Reutebuch, C.K., A synthesis of fluency interventions for secondary struggling (2008) Reading and Writing, 21, pp. 317-347. , https://doi.org/10.1007/s11145-007-9085-7; Wimmer, H., Goswami, U., The influence of orthographic consistency on reading development: Word recognition in English and German children (1994) Cognition, 51 (1), pp. 91-103. , https://doi.org/10.1016/0010-0277(94)90010-8; Wolf, M., Bowers, P.G., Biddle, K., Naming-speed processes, timing, and reading: A conceptual review (2000) Journal of Learning Disabilities, 33 (4), pp. 387-407. , https://doi.org/10.1177/002221940003300409; Zoccolotti, P., Consensus Conference su “La Riabilitazione Neuropsicologica della persona adulta” (2011) Giornale Italiano di Psicologia, 38 (2), pp. 259-266; Zoccolotti, P., de Jong, P.F., Spinelli, D., Editorial: Understanding developmental dyslexia: Linking perceptual and cognitive deficits to reading processes (2016) Frontiers in Human Neuroscience, 10, p. 140. , https://doi.org/10.3389/fnhum.2016.00140; Zoccolotti, P., De Luca, M., Di Pace, E., Judica, E., Orlandi, M., Spinelli, D., Markers of developmental surface dyslexia in a language (Italian) with high grapheme–phoneme correspondence (1999) Applied PsychoLinguistics, 20 (2), pp. 191-216. , https://doi.org/10.1017/S0142716499002027; Zoccolotti, P., De Luca, M., Lami, L., Pizzoli, C., Pontillo, M., Spinelli, D., Multiple stimulus presentation yields larger deficits in children with developmental dyslexia: A study with reading and RAN-type tasks (2013) Child Neuropsychology, 19 (6), pp. 639-647. , https://doi.org/10.1080/09297049.2012.718325; Zoccolotti, P., De Luca, M., Marinelli, C.V., Spinelli, D., Modeling individual differences in text reading fluency: A different pattern of predictors for typically developing and dyslexic readers (2014) Frontiers in Psychology, 18 (5), p. 1374. , https://doi.org/10.3389/fpsyg.2014.01374; Zoccolotti, P., De Luca, M., Spinelli, D., Discrete versus multiple word displays: A re-analysis of studies comparing dyslexic and typically developing children (2015) Frontiers in Psychology, 6, p. 1530. , https://doi.org/10.3389/fpsyg.2015.01530",

year = "2019",

doi = "10.1002/dys.1619",

language = "English",

journal = "Dyslexia",

issn = "1076-9242",

publisher = "John Wiley and Sons Ltd",

}

TY - JOUR

T1 - Training RAN or reading? A telerehabilitation study on developmental dyslexia

AU - Pecini, C.

AU - Spoglianti, S.

AU - Bonetti, S.

AU - Di Lieto, M.C.

AU - Guaran, F.

AU - Martinelli, A.

AU - Gasperini, F.

AU - Cristofani, P.

AU - Casalini, C.

AU - Mazzotti, S.

AU - Salvadorini, R.

AU - Bargagna, S.

AU - Palladino, P.

AU - Cismondo, D.

AU - Verga, A.

AU - Zorzi, C.

AU - Brizzolara, D.

AU - Vio, C.

AU - Chilosi, A.M.

N1 - Export Date: 7 February 2020 CODEN: DYSLE Correspondence Address: Chilosi, A.M.; Department of Developmental Neuroscience, IRCCS Stella MarisItaly; email: achilosi@fsm.unipi.it References: (2013) Diagnostic and statistical manual of mental disorders, (2014). , 5th, ed.)., Arlington, VA, American Psychiatric Publishing, Edizione italiana Biondi, M. (edited by). Manuale diagnostico e statistico dei disturbi mentali. Mila Raffaello Cortina Ed; Araújo, S., Inácio, F., Francisco, A., Faísca, L., Petersson, K.M., Reis, A., Component processes subserving rapid automatized naming in dyslexic and non-dyslexic readers (2011) Dyslexia, 17 (3), pp. 242-255. , https://doi.org/10.1002/dys.433; Araújo, S., Reis, A., Petersson, K.M., Faísca, L., Rapid automatized naming and reading performance: A meta-analysis (2015) Journal of Educational Psychology, 107 (3), pp. 868-883. , https://doi.org/10.1037/edu0000006; Bavelier, D., Green, C.S., Seidenberg, M.S., Cognitive development: Gaming your way out of dyslexia? (2013) Current Biology, 23 (7), pp. 282-283; Belacchi, C., Scalisi, T.G., Cannoni, E., Cornoldi, C., (2008) Manual CPM. Colored Progressive Matrices. Standardizzazione Italiana, , Firenze, Giunti-O.S; Bexkens, A., van den Wildenberg, W.P., Tijms, J., Rapid automatized naming in children with dyslexia: Is inhibitory control involved? (2015) Dyslexia, 21 (3), pp. 212-234. , https://doi.org/10.1002/dys.1487; Bonacina, S., Cancer, A., Lanzi, P.L., Lorusso, M.L., Antonietti, A., Improving reading skills in students with dyslexia: The efficacy of a sublexical training with rhythmic background (2015) Frontiers in Psychology, 6, p. 1510. , https://doi.org/10.3389/fpsyq.2015.01510; Brizzolara, D., Chilosi, A.M., Cipriani, P., Di Filippo, G., Gasperini, F., Mazzotti, S., Zoccolotti, P., Do phonologic and rapid automatized naming deficit differentially affect dyslexic children with and without a history of language delay? A study of Italian dyslexic children (2006) Cognitive and Behaviour Neurology, 19, pp. 141-149. , https://doi.org/10.1097/01.wnn.0000213902.59827.19; Chacko, A., Uderman, J., Feirsen, N., Bedard, A.C., Marks, D., Learning and cognitive disorders: Multidiscipline treatment approaches (2013) Child and Adolescent Psychiatric Clinics of North America, 22 (3), pp. 457-477. , https://doi.org/10.1016/j.chc.2013.03.006; Chilosi, A.M., Brizzolara, D., Lami, L., Pizzoli, C., Gasperini, F., Pecini, C., Zoccolotti, P., Reading and spelling disabilities in children with and without a history of early language delay: A neuropsychological and linguistic study (2009) Child Neuropsychology, 15, pp. 582-604. , https://doi.org/10.1080/09297040902927614; Cohen, J., (1988) Statistical power analysis for the behavioral sciences, , 2nd, ed.)., Hillsdale, Lawrence Erlbaum; Cornoldi, C., Colpo, G., (2011) Prove di lettura MT-2 per la scuola primaria, , Firenze, IT, Giunti-O.S; Cornoldi, C., Colpo, G., (2012) Nuove Prove di lettura MT per la Scuola Secondaria di I Grado, , Firenze, IT, Giunti-O.S; Cummine, J., Chouinard, B., Szepesvari, E., Georgiou, G.K., An examination of the rapid automatized naming-reading relationship using functional magnetic resonance imaging (2015) Neuroscience, 1 (305), pp. 49-66. , https://doi.org/10.1016/j.neuroscience.2015.07.071; Cummine, J., Szepesvari, E., Chouinard, B., Hanif, W., Georgiu, G., A functional investigation of RAN letters, digits, and objects: How similar are they? (2014) Behavioural Brain Research, 275, pp. 157-165. , https://doi.org/10.1016/j.bbr.2014.08.038; Dahlin, K.I., Effects of working memory training on reading in children with special needs (2011) Reading and Writing, 24 (4), pp. 479-491. , https://doi.org/10.1007/s11145-010-9238-y; De Jong, P.F., Vrielink, L.O., Rapid automatic naming: Easy to measure, hard to improve (quickly) (2004) Annals of Dyslexia, 54 (1), pp. 65-88. , https://doi.org/10.1007/s11881-004-0004-1; De Luca, M., Di Filippo, G., Judica, A., Spinelli, D., Zoccolotti, P., (2005) Test di denominazione rapida e ricerca visiva di colori, figure e numeri, , Roma, IT, Fondazione Santa Lucia; Denckla, M.B., Rudel, R.G., Naming of object-drawings by dyslexic and other learning disabled children (1976) Brain and Language, 3 (1), pp. 1-15. , https://doi.org/10.1016/0093-934X(76)90001-8; Di Filippo, G., Brizzolara, D., Chilosi, A.M., De Luca, M., Judica, A., Pecini, C., Zoccolotti, P., Rapid naming, not cancellation speed or articulation rate, predicts reading in an orthographically regular language (Italian) (2005) Child Neuropsychology, 11 (4), pp. 349-361. , https://doi.org/10.1080/09297040490916947; Di Filippo, G., Brizzolara, D., Chilosi, A.M., De Luca, M., Judica, A., Pecini, C., Zoccolotti, P., Naming speed and visual search deficits in readers with disabilities: Evidence from an orthographically regular language (Italian) (2006) Developmental Neuropsychology, 30 (3), pp. 885-904. , https://doi.org/10.1207/s15326942dn3003_7; Di Filippo, G., Zoccolotti, P., Separating global and specific factors in developmental dyslexia (2012) Child Neuropsychology, 18 (4), pp. 356-391. , https://doi.org/10.1080/09297049.2011.613809; Diamond, A., Lee, K., Interventions shown to aid executive function development in children 4–12 years old (2011) Science, 19, pp. 959-964; Franceschini, S., Gori, S., Ruffino, M., Viola, S., Molteni, M., Facoetti, A., Action video games make dyslexic children read better (2013) Current Biology, 23, pp. 462-466. , https://doi.org/10.1016/j.cub.2013.01.044; Fritz, C.O., Morris, P.E., Richler, J.J., Effect size estimates: current use, calculations, and interpretation (2012) J Exp Psychol, 141 (1), pp. 2-18. , https://doi.org/10.1037/a0024338, Epub 2011 Aug 8; Galuschka, K., Schulte-Köme, G., Clinical practice guideline: The diagnosis and treatment of reading and/or spelling disorders in children and adolescents (2016) Deutsches Ärzteblatt International, 113, pp. 279-286. , https://doi.org/10.3238/arztebl.2016.0279; Gasperini, F., Brizzolara, D., Cristofani, P., Casalini, C., Chilosi, A.M., The contribution of discrete-trial naming and visual recognition to rapid automatized naming deficits of dyslexic children with and without a history of language delay (2014) Frontiers in Human Neuroscience, 8, p. 652. , https://doi.org/10.3389/fnhum.2014.00652; Georgiou, G.K., Aro, M., Liao, C.H., Parrila, R., Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency (2016) Journal of Experimental Child Psychology, 143, pp. 48-64. , https://doi.org/10.1016/j.jecp.2015.10.017; Georgiou, G.K., Parrila, R., Cui, Y., Papadopoulos, T.C., Why is rapid automatized naming related to reading? (2013) Journal of Experimental Child Psychology, 115 (1), pp. 218-225. , https://doi.org/10.1016/j.jecp.2012.10.015; Ghidoni, E., Angelini, D., La dislessia negli adolescenti e negli adulti (2011) Gli Annali Della Pubblica Istruzione, 4, pp. 119-127; Gori, S., Facoetti, A., Perceptual learning as a possible new approach for remediation and prevention of developmental dyslexia (2014) Vision Research, 99, pp. 78-87. , https://doi.org/10.1016/j.visres.2013.11.011; Helland, T., Morken, F., Neurocognitive development and predictors of L1 and L2 literacy skills in dyslexia: A longitudinal study of children 5–11 years old (2016) Dyslexia, 22 (1), pp. 3-26. , https://doi.org/10.1002/dys.1515; Holmes, J., Gathercole, S.E., Place, M., Dunning, D.L., Hilton, K.A., Elliott, J.G., Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD (2010) Applied Cognitive Psychology, 24, pp. 827-836. , https://doi.org/10.1002/acp.1589; Holmes, J., Wolf, M., Miller, L., Donnelley, K., Retrieval, automaticity, vocabulary, elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading interaction program (2009) Journal of Learning Disabilities, 33, pp. 375-386; Huc-Chabrolle, M., Barthez, M.A., Tripi, G., Barthélémy, C., Bonnet-Brilhault, F., Psychocognitive and psychiatric disorders associated with developmental dyslexia: A clinical and scientific issue (2010) Encephale, 36 (2), pp. 172-179. , https://doi.org/10.1016/j.encep.2009.02.005, Epub 2009 Jun 10; Hulme, C., Snowling, M.J., Reading disorders and dyslexia (2016) Current Opinion in Pediatrics, 28, pp. 731-735. , https://doi.org/10.1097/MOP0000000000000411, [Epub Ahead of Print]; (2012) IBM SPSS Statistics for Macintosh, version 21.0, , Released(, Armonk, NY, IBM Corp; Kirby, J.R., Georgiou, G.K., Martinussen, R., Parrila, R., Naming speed and reading: From prediction to nstruction (2010) Reading Research Quarterly, 45 (3), pp. 341-362. , https://doi.org/10.1598/RRQ.45.3.4; Kirby, N., Gerlanc, D., BootES: An R package for bootstrap confidence intervals on effect sizes (2013) Behav Res, 45, pp. 905-927. , https://doi.org/10.3758/s13428-013-0330-5; Klingberg, T., Fernell, E., Olesen, P.J., Johnson, M., Gustafsson, P., Dahlström, K., Westerberg, H., Computerized training of working memory in children with ADHD—A randomized, controlled trial (2005) Journal of the American Academy of Child & Adolescent Psychiatry, 44, pp. 177-186. , https://doi.org/10.1097/00004583-200502000-00010; Korn, E.L., Baumrind, S., Randomised clinical trials with clinician-preferred treatment (1991) Lancet, 19, pp. 149-152. , https://doi.org/10.1016/0140-6736(91)90809-4; Landerl, K., Ramus, F., Moll, K., Lyytinen, H., Leppänen, P.H., Lohvansuu, K., Schulte-Körne, G., Predictors of developmental dyslexia in European orthographies with varying complexity (2013) Journal of Child Psychology and Psychiatry, 54 (6), pp. 686-694. , https://doi.org/10.1111/jcpp.12029; Mammarella, I.C., Ghisi, M., Bomba, M., Bottesi, G., Caviola, S., Broggi, F., Nacinovich, R., Anxiety and depression in children with nonverbal learning disabilities, reading disabilities, or typical development (2016) Journal of Learning Disabilities, 49 (2), pp. 130-139. , https://doi.org/10.1177/0022219414529336, Epub 2014 Apr 14; Nelson, J.M., Examination of the double-deficit hypothesis with adolescents and young adults with dyslexia (2015) Ann Dyslexia, 65 (3), pp. 159-177. , https://doi.org/10.1007/s11881-015-0105-z, Epub 2015 May 16; Norton, E.S., Black, J.M., Stanley, L.M., Tanaka, H., Gabrieli, J.D., Sawyer, C., Hoeft, F., Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia (2014) Neuropsychologia, 61, pp. 235-246. , https://doi.org/10.1016/j.neuropsychologia.2014.06.015; Norton, E.S., Wolf, M., Rapid automatized naming (RAN) and reading fluency: implications for understanding and treatment of reading disabilities (2012) Annual Review of Psychology, 63, pp. 427-452. , https://doi.org/10.1146/annurev-psych-120710-100431; Olofsson, A., Taube, K., Ahl, A., Academic achievement of university students with dyslexia (2015) Dyslexia, 21 (4), pp. 338-349. , https://doi.org/10.1002/dys.1517, Epub 2015 Oct 13; Orsini, A., Pezzuti, L., Picone, L., (2012) WISC IV. Contributo alla taratura Italiana, , (Eds.) (, Firenze, IT, Giunti-O.S, edited by; Papadopoulos, T.C., Spanoudis, G.C., Georgiou, G.K., How is RAN related to reading fluency? A comprehensive examination of the prominent theoretical accounts (2016) Front Psychol, 24 (7), p. 1217. , https://doi.org/10.3389/fpsyg.2016.01217, eCollection 2016; Pecini, C., Biagi, L., Brizzolara, D., Cipriani, P., Di Lieto, M.C., Guzzetta, A., Chilosi, A.M., How many functional brains in developmental dyslexia? When the history of language delay makes the difference (2011) Cognitive and Behavioral Neurology, 24 (2), pp. 85-92. , https://doi.org/10.1097/WNN.0b013e318222a4c2; Pecini, C., Spoglianti, S., Michetti, S., Bonetti, S., Di Lieto, M.C., Gasperini, F., Chilosi, A.M., Tele-rehabilitation in developmental dyslexia: Methods of implementation and expected results (2018) Minerva Pediatrica, 70 (6), pp. 529-538. , https://doi.org/10.23736/S0026-4946.16.04426-1; Pennington, B.F., Bishop, D.V., Relations among speech, language, and reading disorders (2009) Annual Review of Psychology, 60, pp. 283-306. , https://doi.org/10.1146/annurev.psych.60.110707.163548; Peterson, R.L., Arnett, A.B., Pennington, B.F., Byrne, B., Samuelsson, S., Olson, R.K., Literacy acquisition influences children's rapid automatized naming (2018) Developmental Science, 21 (3). , https://doi.org/10.1111/desc.12589, Epub 2017 Aug 15; Sartori, G., Job, R., Tressoldi, P.E., (2007) DDE-2. Batteria per la valutazione della Dislessia e della Disortografia Evolutiva-2, , Firenze, IT, Organizzazioni Speciali; Snowling, M.J., Hulme, C., Annual research review: The nature and classification of reading disorders-a commentary on proposals for DSM-5 (2012) Journal of Child Psychology and Psychiatry, 53 (5), pp. 593-607. , https://doi.org/10.1111/j.1469-7610.2011.02495.x, Epub 2011 Dec 5; Song, S., Georgiou, G.K., Su, M., Hua, S., How well do phonological awareness and rapid automatized naming correlate with Chinese reading accuracy and fluency? A meta-analysis (2016) Journal of Scientific Studies of Reading, 20 (2), pp. 99-123. , https://doi.org/10.1080/10888438.2015.1088543; Spencer-Smith, M., Klingberg, T., Benefits of a working memory training program for inattention in daily life: A systematic review and meta-analysis (2015) PLoS ONE, 10 (3). , https://doi.org/10.1371/journal.pone.0119522; Thorell, L.B., Lindqvist, S., Bergman, N.S., Bohlin, G., Klingberg, T., Training and transfer effects of executive functions in preschool children (2009) Developmental Science, 12, pp. 106-133. , https://doi.org/10.1111/j.1467-7687.2008.00745.x; Tilanus, E.A., Segers, E., Verhoeven, L., Responsiveness to intervention in children with dyslexia (2016) Dyslexia, 22 (3), pp. 214-232; Tressoldi, P.E., Brembati, F., Donini, R., Iozzino, R., Vio, C., Treatment of dyslexia in a regular orthography: Efficacy and efficiency (cost-effectiveness), comparison between home vs clinic-based treatments (2012) Europe's Journal of Psychology, 8, pp. 375-390. , https://doi.org/10.5964/ejop.v8i3.442; Tressoldi, P.E., Vio, C., Russo, M.L., Facoetti, A., Iozzino, R., Confronto di efficacia ed efficienza tra trattamenti per il miglioramento della lettura in soggetti dislessici (2003) Psicologia Clinica dello Sviluppo, 7 (3), pp. 481-493; Tucci, R., Savoia, V., Bertolo, L., Vio, C., Tressoldi, P.E., Efficacy and efficiency outcomes of a training to ameliorate developmental dyslexia using the online software Reading Trainer® (2015) Bollettino di Psicologia Applicata, 273, pp. 53-59; van Bergen, E., van der Leij, A., de Jong, P.F., The intergenerational multiple deficit model and the case of dyslexia (2014) Frontiers in Human Neuroscience, 8, p. 346. , https://doi.org/10.3389/fnhum.2014.00346; van den Bos, K.P., Zijlstra, B.J.H., Spelberg, B.J.H., Life-span data on continuous-naming speeds of numbers, letters, colors and pictured objects, and word-reading speed (2002) Scientific Studies of Reading, 6, pp. 25-49. , https://doi.org/10.1207/S1532799XSSR0601_02; Wechsler, D., (2003) WISC-IV. Wechsler intelligence scale for children—Fourth edition, , San Antonio, TX, Pearson Education, Inc; Wexler, J., Vaughn, S., Edmonds, M., Reutebuch, C.K., A synthesis of fluency interventions for secondary struggling (2008) Reading and Writing, 21, pp. 317-347. , https://doi.org/10.1007/s11145-007-9085-7; Wimmer, H., Goswami, U., The influence of orthographic consistency on reading development: Word recognition in English and German children (1994) Cognition, 51 (1), pp. 91-103. , https://doi.org/10.1016/0010-0277(94)90010-8; Wolf, M., Bowers, P.G., Biddle, K., Naming-speed processes, timing, and reading: A conceptual review (2000) Journal of Learning Disabilities, 33 (4), pp. 387-407. , https://doi.org/10.1177/002221940003300409; Zoccolotti, P., Consensus Conference su “La Riabilitazione Neuropsicologica della persona adulta” (2011) Giornale Italiano di Psicologia, 38 (2), pp. 259-266; Zoccolotti, P., de Jong, P.F., Spinelli, D., Editorial: Understanding developmental dyslexia: Linking perceptual and cognitive deficits to reading processes (2016) Frontiers in Human Neuroscience, 10, p. 140. , https://doi.org/10.3389/fnhum.2016.00140; Zoccolotti, P., De Luca, M., Di Pace, E., Judica, E., Orlandi, M., Spinelli, D., Markers of developmental surface dyslexia in a language (Italian) with high grapheme–phoneme correspondence (1999) Applied PsychoLinguistics, 20 (2), pp. 191-216. , https://doi.org/10.1017/S0142716499002027; Zoccolotti, P., De Luca, M., Lami, L., Pizzoli, C., Pontillo, M., Spinelli, D., Multiple stimulus presentation yields larger deficits in children with developmental dyslexia: A study with reading and RAN-type tasks (2013) Child Neuropsychology, 19 (6), pp. 639-647. , https://doi.org/10.1080/09297049.2012.718325; Zoccolotti, P., De Luca, M., Marinelli, C.V., Spinelli, D., Modeling individual differences in text reading fluency: A different pattern of predictors for typically developing and dyslexic readers (2014) Frontiers in Psychology, 18 (5), p. 1374. , https://doi.org/10.3389/fpsyg.2014.01374; Zoccolotti, P., De Luca, M., Spinelli, D., Discrete versus multiple word displays: A re-analysis of studies comparing dyslexic and typically developing children (2015) Frontiers in Psychology, 6, p. 1530. , https://doi.org/10.3389/fpsyg.2015.01530

PY - 2019

Y1 - 2019

N2 - Rehabilitation procedures recommended for developmental dyslexia (DD) are still not fully defined, and only few studies directly compare different types of training. This study compared a training (Reading Trainer) working on the reading impairment with one (Run the RAN) working on the rapid automatized naming (RAN) impairment, one of the main cognitive deficits associated with DD. Two groups of DD children (N = 45) equivalent for age, sex, full IQ, and reading speed were trained either by Reading Trainer (n = 21) or by Run the RAN (n = 24); both trainings required an intensive home exercise, lasting 3 months. Both trainings showed significant improvements in reading speed and accuracy of passages and words. Bypassing the use of alphanumeric stimuli, but empowering the cognitive processes underlying reading, training RAN may be a valid tool in children with reading difficulties opening new perspectives for children with severe impairments or, even, at risk of reading difficulties. © 2019 John Wiley & Sons, Ltd.

AB - Rehabilitation procedures recommended for developmental dyslexia (DD) are still not fully defined, and only few studies directly compare different types of training. This study compared a training (Reading Trainer) working on the reading impairment with one (Run the RAN) working on the rapid automatized naming (RAN) impairment, one of the main cognitive deficits associated with DD. Two groups of DD children (N = 45) equivalent for age, sex, full IQ, and reading speed were trained either by Reading Trainer (n = 21) or by Run the RAN (n = 24); both trainings required an intensive home exercise, lasting 3 months. Both trainings showed significant improvements in reading speed and accuracy of passages and words. Bypassing the use of alphanumeric stimuli, but empowering the cognitive processes underlying reading, training RAN may be a valid tool in children with reading difficulties opening new perspectives for children with severe impairments or, even, at risk of reading difficulties. © 2019 John Wiley & Sons, Ltd.

KW - developmental dyslexia

KW - intervention

KW - rapid automatized naming

KW - reading

KW - telerehabilitation

KW - child

KW - comparative study

KW - dyslexia

KW - female

KW - human

KW - male

KW - procedures

KW - psychology

KW - reaction time

KW - teaching

KW - treatment outcome

KW - Child

KW - Dyslexia

KW - Female

KW - Humans

KW - Male

KW - Reaction Time

KW - Reading

KW - Remedial Teaching

KW - Telerehabilitation

KW - Treatment Outcome

U2 - 10.1002/dys.1619

DO - 10.1002/dys.1619

M3 - Article

SN - 1076-9242

JO - Dyslexia

JF - Dyslexia

ER -

Training RAN or reading? A telerehabilitation study on developmental dyslexia

Abstract

Keywords

Access to Document

Fingerprint

Cite this