The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia

Based on the transfer effects of music training phonological and reading abilities children with dyslexia, a computerized rhythmic intervention—the Rhythmic Reading Training (RRT)—was developed, in which exercises are combined synchronization task. This rehabilitation program was previously tested multiple controlled clinical trials, confirmed its effectiveness improving skills adolescents dyslexia. In order to assess specific contribution visual component training, namely, presence cue supporting synchronization, experimental study conducted. Fifty-eight students dyslexia aged 8 13 years were assigned three conditions: (a) RRT auditory condition, synchronized stimulation; (b) auditory-only excluded; (c) no intervention. Comparisons participants’ performance before, after, 3 months after end intervention period revealed significant immediate long-term effect both conditions reading, rapid naming, phonological, rhythmic, attentional abilities. No differences found between conditions, therefore showing additional improvements induced by RRT. Clinical Trial ID: NCT04995991.