个体差异调节tDCS对儿童和青少年阅读障碍的影响

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2020-12-17 DOI:10.1080/10888438.2020.1842413

G. Lazzaro, F. Costanzo, C. Varuzza, S. Rossi, Maria Elena De Matteis, S. Vicari, D. Menghini

{"title":"个体差异调节tDCS对儿童和青少年阅读障碍的影响","authors":"G. Lazzaro, F. Costanzo, C. Varuzza, S. Rossi, Maria Elena De Matteis, S. Vicari, D. Menghini","doi":"10.1080/10888438.2020.1842413","DOIUrl":null,"url":null,"abstract":"ABSTRACT Emerging evidence suggests that the combination of transcranial direct current stimulation (tDCS) and reading training may provide promising benefits for dyslexia; however, the clinical effects and the role of individual differences in tDCS outcomes for dyslexia remain unclear. To this end, the present study investigated the effects of tDCS on clinically relevant reading measures and examined factors (i.e. reading at baseline, age, and intelligence quotient [IQ]) that may contribute to improvements following tDCS treatment. Our results showed that, in terms of word reading fluency, the percentage of responders in the active tDCS group was higher than that in the sham tDCS group. Linear mixed effects models showed that the effect of tDCS and reading training tasks on word reading fluency depended on reading at baseline with age and IQ. Thus, the present study provides research-based selection criteria for potential responders to tDCS and encourages tailored intervention based on individual characteristics.","PeriodicalId":48032,"journal":{"name":"Scientific Studies of Reading","volume":"25 1","pages":"470 - 485"},"PeriodicalIF":2.9000,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10888438.2020.1842413","citationCount":"10","resultStr":"{\"title\":\"Individual Differences Modulate the Effects of tDCS on Reading in Children and Adolescents with Dyslexia\",\"authors\":\"G. Lazzaro, F. Costanzo, C. Varuzza, S. Rossi, Maria Elena De Matteis, S. Vicari, D. Menghini\",\"doi\":\"10.1080/10888438.2020.1842413\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Emerging evidence suggests that the combination of transcranial direct current stimulation (tDCS) and reading training may provide promising benefits for dyslexia; however, the clinical effects and the role of individual differences in tDCS outcomes for dyslexia remain unclear. To this end, the present study investigated the effects of tDCS on clinically relevant reading measures and examined factors (i.e. reading at baseline, age, and intelligence quotient [IQ]) that may contribute to improvements following tDCS treatment. Our results showed that, in terms of word reading fluency, the percentage of responders in the active tDCS group was higher than that in the sham tDCS group. Linear mixed effects models showed that the effect of tDCS and reading training tasks on word reading fluency depended on reading at baseline with age and IQ. Thus, the present study provides research-based selection criteria for potential responders to tDCS and encourages tailored intervention based on individual characteristics.\",\"PeriodicalId\":48032,\"journal\":{\"name\":\"Scientific Studies of Reading\",\"volume\":\"25 1\",\"pages\":\"470 - 485\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2020-12-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/10888438.2020.1842413\",\"citationCount\":\"10\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Scientific Studies of Reading\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/10888438.2020.1842413\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Scientific Studies of Reading","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10888438.2020.1842413","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 10

摘要

摘要新出现的证据表明，经颅直流电刺激（tDCS）和阅读训练相结合可能为阅读障碍提供有希望的益处；然而，阅读障碍的tDCS结果的临床效果和个体差异的作用尚不清楚。为此，本研究调查了tDCS对临床相关阅读测量的影响，并检查了可能有助于tDCS治疗后改善的因素（即基线阅读、年龄和智商[IQ]）。我们的研究结果表明，就单词阅读流利性而言，主动tDCS组的应答者百分比高于假tDCS组。线性混合效应模型表明，tDCS和阅读训练任务对单词阅读流利性的影响取决于年龄和智商的基线阅读。因此，本研究为tDCS的潜在反应者提供了基于研究的选择标准，并鼓励根据个人特征进行有针对性的干预。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Individual Differences Modulate the Effects of tDCS on Reading in Children and Adolescents with Dyslexia

ABSTRACT Emerging evidence suggests that the combination of transcranial direct current stimulation (tDCS) and reading training may provide promising benefits for dyslexia; however, the clinical effects and the role of individual differences in tDCS outcomes for dyslexia remain unclear. To this end, the present study investigated the effects of tDCS on clinically relevant reading measures and examined factors (i.e. reading at baseline, age, and intelligence quotient [IQ]) that may contribute to improvements following tDCS treatment. Our results showed that, in terms of word reading fluency, the percentage of responders in the active tDCS group was higher than that in the sham tDCS group. Linear mixed effects models showed that the effect of tDCS and reading training tasks on word reading fluency depended on reading at baseline with age and IQ. Thus, the present study provides research-based selection criteria for potential responders to tDCS and encourages tailored intervention based on individual characteristics.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.