D Berwanger1, W von Suchodoletz. 1. Institut und Poliklinik für Kinder- und Jugendpsychiatrie und Psychotherapie, Ludwig-Maximilians-Universität München. sekramb.kjp@lrz.uni-muenchen.de
Abstract
OBJECTIVE: It has been suggested that training in temporal processing may significantly improve language processing and reading skills. However, improvement effects of training on language impairment or dyslexia have not been proven so far. In the present study a temporal processing training was evaluated. METHOD: The participants of the present study were 42 children (5th graders) of a special school for children with reading and spelling problems. Children of one class (n = 21) were assigned to a training group (n = 21), the other class to a control group. Children in the training group took part in a training program consisting of auditory and visual order threshold and sound localisation tasks, over a period of eight weeks. We determined the order thresholds, sound localisation ability and reading and spelling performance of all children before and after the training period. Six months later all subjects were re-tested. RESULTS:Auditory and visual order thresholds decreased significantly more in the training group than in the control group. However, these changes were not accompanied by improvements in reading or spelling skills. CONCLUSIONS: In the present study no training effects on reading and writing performance were observed by using a program including temporal processing tasks. It is questionable whether training programs of temporal processing are useful methods in therapy of dyslexic children.
RCT Entities:
OBJECTIVE: It has been suggested that training in temporal processing may significantly improve language processing and reading skills. However, improvement effects of training on language impairment or dyslexia have not been proven so far. In the present study a temporal processing training was evaluated. METHOD: The participants of the present study were 42 children (5th graders) of a special school for children with reading and spelling problems. Children of one class (n = 21) were assigned to a training group (n = 21), the other class to a control group. Children in the training group took part in a training program consisting of auditory and visual order threshold and sound localisation tasks, over a period of eight weeks. We determined the order thresholds, sound localisation ability and reading and spelling performance of all children before and after the training period. Six months later all subjects were re-tested. RESULTS: Auditory and visual order thresholds decreased significantly more in the training group than in the control group. However, these changes were not accompanied by improvements in reading or spelling skills. CONCLUSIONS: In the present study no training effects on reading and writing performance were observed by using a program including temporal processing tasks. It is questionable whether training programs of temporal processing are useful methods in therapy of dyslexic children.