RESEARCH ON DYSLEXIA
Dyslexia is a specific reading disability due to a defect in the brain’s processing of graphic symbols. It is a learning disability that alters the way the brain processes written material. It is typically characterized by difficulties in word recognition, spelling and decoding. People with dyslexia have problems with reading comprehension. The National Center for Learning Disabilities says that dyslexia is a neurological and often genetic condition, and not the result of poor teaching, instruction or upbringing. Dyslexia is not linked to intelligence. The effects of dyslexia, in fact, vary from person to person. The only shared trait among people with dyslexia is that they read at levels significantly lower than typical for people of their age.
CASE STUDIES ON DYSLEXIA
Improvements in Spelling after QEEG-based Neurofeedback in Dyslexia: A Randomized Controlled Treatment Study [link]
Marinus H. M. Breteler,corresponding author Martijn Arns, Sylvia Peters, Ine Giepmans, and Ludo Verhoeven
This article is published with open access at Springerlink.com Abstract Phonological theories of dyslexia assume a specific deficit in representation, storage and recall of phonemes. Various brain imaging techniques, including qEEG, point to the importance of a range of areas, predominantly the left hemispheric temporal areas. This study attempted to reduce reading and spelling deficits in children who are dyslexic by means of neurofeedback training based on neurophysiological differences between the participants and gender and age matched controls. Nineteen children were randomized into an experimental group receiving qEEG based neurofeedback (n = 10) and a control group (n = 9). Both groups also received remedial teaching. The experimental group improved considerably in spelling (Cohen’s d = 3). No improvement was found in reading. An indepth study of the changes in the qEEG power and coherence protocols evidenced no fronto-central changes, which is in line with the absence of reading improvements. A significant increase of alpha coherence was found, which may be an indication that attentional processes account for the improvement in spelling. Consideration of subtypes of dyslexia may refine the results of future studies.