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Enhanced reading by training with imposed time constraint in typical and dyslexic adults

Author

Listed:
  • Zvia Breznitz

    (Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa)

  • Shelley Shaul

    (Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa)

  • Tzipi Horowitz-Kraus

    (Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa)

  • Itamar Sela

    (Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa
    University of Haifa, Haifa)

  • Michael Nevat

    (Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa)

  • Avi Karni

    (Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa
    University of Haifa, Haifa)

Abstract

Poor reading skills of developmental dyslexics persist into adulthood with standard remediation protocols having little effect. Nevertheless, reading improves if readers are induced to read faster. Here we show that this improvement can be enhanced by training. Training follows a multi-session procedure adapted to silent sentence reading, with individually set, increasingly more demanding, time constraints (letter-by-letter masking). In both typical and dyslexic adult readers, reading times are shortened and comprehension improves. After training, the dyslexic readers’ performance is similar to that of typical readers; moreover, their connected text reading times and comprehension scores significantly improve in standard reading tests and are retained at 6 months post training. Identical training without time constraints proves ineffective. Our results suggest that fluent reading depends in part on rapid information processing, which then might affect perception, cognitive processing and possibly eye movements. These processes remain malleable in adulthood, even in individuals with developmental dyslexia.

Suggested Citation

  • Zvia Breznitz & Shelley Shaul & Tzipi Horowitz-Kraus & Itamar Sela & Michael Nevat & Avi Karni, 2013. "Enhanced reading by training with imposed time constraint in typical and dyslexic adults," Nature Communications, Nature, vol. 4(1), pages 1-6, June.
    • Handle: RePEc:nat:natcom:v:4:y:2013:i:1:d:10.1038_ncomms2488
    DOI: 10.1038/ncomms2488
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    Cited by:

    1. Ghada Awada & Mar Gutiérrez-Colón, 2017. "Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon," English Language Teaching, Canadian Center of Science and Education, vol. 10(9), pages 1-49, September.
    2. Richard M. Visagas & Dondon B. Buensuceso, PhD, 2023. "The Use of The Jolly Phonics Strategy to Enhance Student’s English Reading Proficiency and Learning Motivation," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(2), pages 942-958, February.
    3. Tzipi Horowitz-Kraus & Sarah Finucane, 2016. "Separating the Different Domains of Reading Intervention Programs," SAGE Open, , vol. 6(2), pages 21582440166, April.
    4. Eleni Mitsea & Athanasios Drigas & Charalabos Skianis, 2022. "ICTs and Speed Learning in Special Education: High-Consciousness Training Strategies for High-Capacity Learners through Metacognition Lens," Technium Social Sciences Journal, Technium Science, vol. 27(1), pages 230-252, January.
    5. repec:thr:techub:10027:y:2022:i:1:p:230-252 is not listed on IDEAS

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