Training rapid automatized naming in children with developmental Dyslexia.

Abstract

The recommended rehabilitation procedures for Developmental Dyslexia (DD) are not well defined, and there is currently a large debate on which therapeutic approaches are shown to be more useful and effective. Among the trainings focused on general dysfunctional cognitive processes associated with a reading disorder, recent studies suggested the efficacy of trainings on Rapid Automatized Naming (RAN) compared to others. The present study was aimed at confirming the effectiveness of RAN training (RANt) to improve the reading performances of children with DD (n = 32) compared to children on a waiting list (WL, n = 25) and to children in different treatment groups, one following a text reading training (RT, n = 26) and the other combining RAN and text reading exercises (RANt+RT, n = 20), through an online platform that allows intensive and self-adaptive activities. Results confirmed the efficacy of RANt in improving reading speed and accuracy compared to the WL group (r² ranging from small (.16) to medium (.48)) and found the absence of differences with the other active control groups. The single-subject level analysis confirmed the results, a high inter-subject variability in treatment response and pre-post differences were found. Further studies could consider such variability in the functional profile of the DD subjects, but RANt was confirmed to be a valid tool for improving decoding skills.