Understanding the neurocognitive impact of preventive gaming and listening to enhanced speech in kindergarteners at risk for dyslexia

Although the most effective period of reading remediation is at the very start of reading acquisition, the diagnosis of dyslexia is often only given after years of reading failure, hence early remedial help is generally not provided. Recently, dyslexia research has explored behavioral and neuroimaging variables that can enhance accurate identification of preschool children who will develop dyslexia later on. Yet, until now, evidence is lacking on the underlying mechanisms of preventive interventions. The aim of this research project is to study the cognitive, auditory perceptive, neuroanatomical and neurophysiological impact of a tablet-based intervention (GraphoGame), whether or not combined with listening to enhanced speech, in kindergarteners at risk for dyslexia. To this end, we will collect behavioral, MRI and EEG data in 120 preschool children (1) prior to, (2) shortly after, and (3) one year after intervention. Four intervention conditions are compared. This integrative approach can lead to insight in the etiological basis of dyslexia and can guide the improvement of early intervention programs.

Keywords:dyslexia

Disciplines:Orthopedagogics and special education