Computer-Based Multi-Sensory Learning in Children with Developmental Dyslexia
03 September, 2007
Lutz Jäncke, Martin Meyer, Monika Kast, Christian Vögeli and Markus Gross, et al., 2007, Restorative Neurology and Neuroscience 25
The first ever study investigated whether Constructor for School’s visual and auditory training was fundamentally capable of promoting better spelling skills in children both with and without dyslexia. As part of the study, two experimental groups, each consisting of a mix of dyslexic and non-dyslexic children, trained with the software for twelve weeks each, one during the spring term and one during the autumn. The children practiced for 15-20 minutes four times per week. Improvement was measured by means of a word test on pen and paper, with measurements taken pre- and post-training period.
Children who had not used Constructor for School achieved hardly any improvement at all (0-9%), while those who had used Constructor for School during the spring term achieved an improvement of 19-35% and during the autumn term, an improvement of 27-35%. Both the dyslexic and non-dyslexic children saw benefits from Constructor for School, though the improvement was more pronounced among the former.
The researchers noted, in particular, that children who trained with the software also showed improvements in their ability to spell unfamiliar words; this denoted the transfer of knowledge and skills not only from the computer training scenario to pen and paper, but from previously practiced to non-previously practiced words, too.
