Neurocognitive impact of preventive interventions in preschoolers at risk for dyslexia

The most effective period of reading remediation is at the very start of reading acquisition. However, the diagnosis of dyslexia is often only obtained after years of reading failure. Hence, remedial help is generally not provided early on. Dyslexia research has recently identified behavioral and neuroimaging variables that may 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 innovative research project is to study the cognitive, auditory perceptive and neural impact of a tablet-based preventive intervention (GraphoGame), whether or not combined with listening to enhanced speech, in kindergarteners at risk for dyslexia. To this end, behavioral and MRI data in 90 preschool children at risk for dyslexia will be collected prior to and after intervention. Three intervention conditions are compared, including two target interventions and one active control group. This integrative approach may result in unique insights in the etiological basis of dyslexia and can guide the improvement of early intervention programs.