Based on the findings of the researchers, it is surprisingly easy to predict how visual attention deficits can lead to possible reading disorders even during the pre-reading stage. This discovery actually provides the possibility of new approaches to early detection of dyslexia to implement necessary interventions for children.
In a span of three years, Italian-speaking children from pre-reading kindergarten up to the second grade were studied. The assessment made by the team of Andrea Facoetti, which included Sandro Franceschini, Simone Gori, Milena Ruffino, and Katia Pedrolli, revealed the difficulty of these children in filtering specific symbols from other visual distractions. Within the next two years the children were subjected to syllable identification, verbal short-term memory, and rapid colour naming tests for reading.
According to Facoetti, the findings that children with visual attention problems were the ones most susceptible to dyslexia presents a change from the condition’s theoretical framework. This is key to restructuring rehabilitation approaches to reduce the impact of dyslexia.
Implementation of remediation and a Dyslexia tutoring program can help prevent visual spatial attention problems even before children at risk from dyslexia start learning how to read.
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