NCBI Bookshelf. A service of the National Library of Medicine, National Institutes of Health.
![Logo of Swedish Council on Health Technology Assessment (SBU)](/corehtml/pmc/pmcgifs/bookshelf/thumbs/th-sbuhta225-lrg.png)
Swedish Council on Health Technology Assessment (SBU): SBU Systematic Review Summaries [Internet].
- By training children with dyslexia to associate speech sounds (phonemes) with letters (graphemes) in a structured way, improvements can be made in their reading comprehension, reading speed, spelling, and ability to pay attention to the language’s phonetic structure (phonological awareness).
- Due to insufficient evidence no conclusions could be drawn regarding the usefulness of other forms of literacy training or assistive technologies (tools for support, compensate and develop reading skills such as apps in the mobile phone).
- Some tests may predict dyslexia even before children have been formally taught to read and write in school. For instance, rapid automatized naming (RAN), deficits in phonological awareness or letter knowledge can be detected early and may be associated with dyslexia. Benefits and potential risks of such early testing procedures have not been evaluated in this report. Interventions for children before they have begun school have not been evaluated in this report.
- Only few of the international diagnostic tests were scientifically evaluated. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Woodcock-Johnson Test of Achievement (WJ) have subtests that are reliable: DIBELS- Letter Naming Fluency and WJ- Word Identification/Letter-Word Identification, respectively DIBELS- Nonsense Word Fluency and WJ- Letter Word Identification/comprehension are validated.
Preliminary version: HTML in process
- NLM CatalogRelated NLM Catalog Entries
- Reception class predictors of literacy skills.[Br J Educ Psychol. 2005]Reception class predictors of literacy skills.Simpson J, Everatt J. Br J Educ Psychol. 2005 Jun; 75(Pt 2):171-88.
- Rapid automatized naming, phonology and dyslexia in Polish children.[Med Sci Monit. 2009]Rapid automatized naming, phonology and dyslexia in Polish children.Krasowicz-Kupis G, Borkowska AR, Pietras I. Med Sci Monit. 2009 Sep; 15(9):CR460-9.
- Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study.[Front Psychol. 2018]Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study.Vander Stappen C, Reybroeck MV. Front Psychol. 2018; 9:320. Epub 2018 Mar 13.
- Review Developmental dyslexia: a motor-articulatory feedback hypothesis.[Ann Neurol. 1996]Review Developmental dyslexia: a motor-articulatory feedback hypothesis.Heilman KM, Voeller K, Alexander AW. Ann Neurol. 1996 Mar; 39(3):407-12.
- Review The neural signature of orthographic-phonological binding in successful and failing reading development.[Neuroimage. 2011]Review The neural signature of orthographic-phonological binding in successful and failing reading development.Blomert L. Neuroimage. 2011 Aug 1; 57(3):695-703. Epub 2010 Nov 5.
- Dyslexia in Children and Adolescents -- Tests and InterventionsDyslexia in Children and Adolescents -- Tests and Interventions
Your browsing activity is empty.
Activity recording is turned off.
See more...