ArticleDyslexia (Chichester, England)2018
Auditive training effects from a dichotic listening app in children with dyslexia.
Article in Dyslexia (Chichester, England), 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed, 22 citations in OpenAlex.
- Using the online version of the Trier Social Stress Test to investigate the effect of acute stress on functional lateralization.Scientific reports · 2024Article
- Brain Laterality in Dyslexia Seen during Literacy Development and Early Training.Brain sciences · 2024Article
- Behavioral and Cortical Activation Changes in Children Following Auditory Training for Dichotic Deficits.Brain sciences · 2024Article
- Age-Related Dichotic Listening Skills in Impaired and Non-Impaired Readers: A Comparative Study.Journal of clinical medicine · 2023Article
- Investigation of the perceptual and cognitive asymmetry in the auditory system in patients with adolescent idiopathic scoliosis.The South African journal of physiotherapy · 2021Article
- An optimal dichotic-listening paradigm for the assessment of hemispheric dominance for speech processing.PloS one · 2020Article
- Auditive training effects from a dichotic listening app in children with dyslexia.Dyslexia (Chichester, England) · 2018Article
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Authors and funding
7 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Dichotic listening (DL) taps information on the brain's language laterality, processing, and attention. Research has shown that DL responses in dyslexia deviate from the typical pattern. Here, effects of DL training and its correspondence to rapid naming (RAN) and digit span (DS) in typical children and children with dyslexia were assessed. Three groups of third graders participated: two training groups, control training (CT) and dyslexia training (DT), and a control group that received no training (control no training, CnT). All took part in testing pretraining and posttraining. DL measures were on laterality, response scores, and attention. The three groups showed different response patterns: minor changes in CnT, change in all measures in CT, and some changes in DT. RAN and DS scores correlated significantly with some of the DL measures, especially with the attention scores. Our findings support arguments that brain architecture for language in dyslexia is lateralised in the same way as in children without dyslexia. However, the ability to modulate attention during DL is weaker in dyslexia than in typically developing children. A training-induced normalisation of lateralisation was observed in free recall in the dyslexia group, which suggests that DL training may be a promising intervention approach.
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