Sandro Franceschini|Piergiorgio Trevisan|Luca Ronconi|Sara Bertoni|Susan Colmar|Kit S. Double|Andrea Facoetti|Simone Gori
Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia
University of Padua|University of Udine|University of Padua|University of Padua|University of Sydney|University of Sydney|IRCCS Eugenio Medea|IRCCS Eugenio Medea
dyslexia characterized difficulties learning read evidence action video games avg without direct phonological orthographic stimulation improve reading efficiency italian children dyslexia however cognitive mechanism underlying improvement extent benefits avg training would generalize deep english orthography remain two critical questions reading acquisition children integrate written letters speech sounds rapidly shifting attention visual auditory modality study tested reading skills phonological working memory visuospatial attention auditory visual audiovisual stimuli localization crosssensory attentional shifting two matched groups englishspeaking children dyslexia played avg nonaction video games speed words recognition phonological decoding increased playing avg nonaction video games furthermore focused visuospatial attention visualtoauditory attentional shifting also improved avg training unconventional reading remediation program also increased phonological shortterm memory phoneme blending skills report shows enhancement visuospatial attention phonological working memory acceleration visualtoauditory attentional shifting directly translate better reading englishspeaking children dyslexia