René van de Wiel

PRESENTATION

Single or multiple cognitive causes of dyslexia; how to handle smart in treatment ?

The past decades, research on dyslexia has mainly focused om finding the ultimate underlying cognitive cause of dyslexia. Until now however, no consensus has been reached aboute the preci-se cause (Staels en Van den Broeck Brussel 2016). The dominant causal account of a phonological deficit assumes a rather specific underlying causal disturbance. As the symptoms of dyslexia aren often not confined to reading problemens, other reserachers have focused on more general underlying causes.
Characteristic of the normal reading process is that flexible connections tob e established between the brain areas as a mixture of known and unknown words must be read in texts from a new field of knowledge, as the case may be.
Reading problems are primarily reflected in problems with the serial-analytical phonological recoderen: learning letter knowledge and the identification of words on that basis.
The group children with reading backlog consists of a fur company; In addition to children with language weakness and children with memory problems is the group of children with concentration problems over-represented.
From these assumptions should be clear that for the effective training of this group of children with reading an interactive program with personalized learning gaps is necessary.

Co author

Hanri Batavier, Nico Elérie, Thinkmaster, Eindhoven, The Netherlands
Dr. Roland Goetgeluk, Jordy Mol, Silvain Hamar, Geraldine Bardouille, Games for Health Projects, Eindhoven, The Netherlands
Dr. Rob Tieben, Games Solutions Lab, Eindhoven, The Netherlands