Abstract
Introduction : Learning disabilities are a complex problem facing our society and educational system. Dyslexia, or reading disability, is one of the most common learning disabilities, impacting children and adults adversely in a myriad of ways. Traditional programs designed to teach reading enhancement are largely ineffective or require intensive therapy over long periods of time. Method : Forty-two school-aged participants were randomly assigned to experimental and control groups. The experimental group received qEEG-guided, individuallytailored, two-channel coherence neurofeedback over the left hemisphere. This included two sessions per week for a total of 20 sessions. The control group received typical resource room instruction. All participants received pre- and post-educational measures focused on reading abilities. Results : Following the intervention period, the experimental group enhanced their reading scores, while the control group did not. Coherence neurofeedback led to an average enhancement of 1.2 grade levels in reading scores, but resource room instruction led to no such improvement at all. Conclusion : Coherence-based neurofeedback would appear to show promise and led to significant gains in reading that outpace those of traditional reading programs and most types of neurofeedback studied in the past. Future clinical and research work in this understudied area is recommended.
Highlights
Learning disabilities are a complex problem facing our society and educational system
The primary aim of this research was to compare if reading scores changed significantly in the experimental group as compared to the control group following the intervention period
When baseline scores in reading were compared to the subject’s age, there was a mild indication that the control group (2.7 ± 0.28) had less of a delay than the experimental group (3.22 ± 0.52)
Summary
Learning disabilities are a complex problem facing our society and educational system. Reading disability, is one of the most common learning disabilities, impacting children and adults adversely in a myriad of ways. The experimental group received qEEG-guided, individually tailored, twochannel coherence neurofeedback over the left hemisphere. This included two sessions per week for a total of 20 sessions. The control group received typical resource room instruction. Coherence neurofeedback led to an average enhancement of 1.2 grade levels in reading scores, but resource room instruction led to no such improvement at all. Specific reading disability, is one of the most common forms of learning disabilities, with prevalence rates ranging from 5% to 17% (Shaywitz, 1998; Shaywitz, Fletcher, Shaywitz, 1994). Individuals with Dyslexia struggle with spelling, vocabulary, and written expression (Cortiella & Horowitz, 2014)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
