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Improvements in spelling after QEEG-based neurofeedback in dyslexia: a randomized controlled treatment study.

Breteler MH, Arns M, Peters S, Giepmans I, Verhoeven L - Appl Psychophysiol Biofeedback (2009)

Bottom Line: The experimental group improved considerably in spelling (Cohen's d = 3).No improvement was found in reading.A significant increase of alpha coherence was found, which may be an indication that attentional processes account for the improvement in spelling.

View Article: PubMed Central - PubMed

Affiliation: EEG Resource Institute, P.O. Box 31070, 6503 CB Nijmegen, The Netherlands. r.breteler@eegbiofeedback.nl

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.

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Related in: MedlinePlus

Pre- and posttest scores on spelling test
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Fig1: Pre- and posttest scores on spelling test

Mentions: The spelling test also showed a main affect of time [F = 10.2 (1, 17) p = .001]. Additionally a significant interaction effect was found [F = 4.5 (1, 17), p = .045] suggesting a treatment effect of neurofeedback. The neurofeedback group progressed from m = 69.1 (SD = 32.0) to 80.6 (SD = 32.2) a 16.6% improvement, whereas the control group progressed from m = 66.9 (SD = 20.9) to m = 70.9 (SD = 24.4) a 6% improvement (Fig. 1). Cohen’s d was 3.02, suggesting a large progress in spelling of the neurofeedback group (Becker 1998).Fig. 1


Improvements in spelling after QEEG-based neurofeedback in dyslexia: a randomized controlled treatment study.

Breteler MH, Arns M, Peters S, Giepmans I, Verhoeven L - Appl Psychophysiol Biofeedback (2009)

Pre- and posttest scores on spelling test
© Copyright Policy
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC2837193&req=5

Fig1: Pre- and posttest scores on spelling test
Mentions: The spelling test also showed a main affect of time [F = 10.2 (1, 17) p = .001]. Additionally a significant interaction effect was found [F = 4.5 (1, 17), p = .045] suggesting a treatment effect of neurofeedback. The neurofeedback group progressed from m = 69.1 (SD = 32.0) to 80.6 (SD = 32.2) a 16.6% improvement, whereas the control group progressed from m = 66.9 (SD = 20.9) to m = 70.9 (SD = 24.4) a 6% improvement (Fig. 1). Cohen’s d was 3.02, suggesting a large progress in spelling of the neurofeedback group (Becker 1998).Fig. 1

Bottom Line: The experimental group improved considerably in spelling (Cohen's d = 3).No improvement was found in reading.A significant increase of alpha coherence was found, which may be an indication that attentional processes account for the improvement in spelling.

View Article: PubMed Central - PubMed

Affiliation: EEG Resource Institute, P.O. Box 31070, 6503 CB Nijmegen, The Netherlands. r.breteler@eegbiofeedback.nl

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.

Show MeSH
Related in: MedlinePlus