Training dyslexics with acoustically modified speech: Evidence of improved phonological performance

Author(s): Espesser, R., Rey, V., Giraud, K., Bruas, P., Gres, C.

Journal/Book: Brain Cognition. 1999; 40: 525 B St, Ste 1900, San Diego, CA 92101-4495, USA. Academic Press Inc. 143-146.

Abstract: Twelve 10- to 12-year-old children with a diagnosis of pure phonological dyslexia underwent intensive daily training using phonological awareness exercises (45 mini day, over a 5-week period). Six of the children received exercises consisting of normal, unmodified speech, whereas the other 6 received exactly the same exercises modified with systematic enhancement of duration and amplitude of the short transitional speech elements. Improvement in phonological abilities was significantly greater in the group receiving modified speech, this effect persisting 1 month after the end of the training period. Intensive ''temporal'' auditory training, previously shown to he effective in language learning impaired children, may also be beneficial to developmental dyslexics.

Note: Article Habib M, Univ Hosp Marseille, Cognit Neurol Lab, Marseille, FRANCE

Keyword(s): CHILDREN; PERCEPTION; DEFICITS

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