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Back on track: remediating developmental dyslexia with a home-based multi-component program.

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Τίτλος: Back on track: remediating developmental dyslexia with a home-based multi-component program.
Συγγραφείς: Harrar-Eskinazi KL; Côte d'Azur University, LAPCOS, Nice, France., Denis-Noël A; Aix-Marseille University, CNRS, CRPN, 3, place Victor Hugo, Marseille, 13003, France., De Cara B; Côte d'Azur University, LAPCOS, Nice, France., Leloup G; Côte d'Azur University, CoBTeK, Nice, France., Nothelier J; Côte d'Azur University, LAPCOS, Nice, France., Caci H; Hôpitaux de Nice CHU-Lenval & CESP, INSERM (U1018), UPS-UVSQ, Nice, France., Faure S; Côte d'Azur University, LAPCOS, Nice, France., Ziegler JC; Aix-Marseille University, CNRS, CRPN, 3, place Victor Hugo, Marseille, 13003, France. johannes.ziegler@univ-amu.fr.
Πηγή: Annals of dyslexia [Ann Dyslexia] 2026 Jun 30. Date of Electronic Publication: 2026 Jun 30.
Publication Model: Ahead of Print
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: International Dyslexia Association Country of Publication: United States NLM ID: 8406611 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1934-7243 (Electronic) Linking ISSN: 07369387 NLM ISO Abbreviation: Ann Dyslexia Subsets: MEDLINE
Imprint Name(s): Publication: <2001->: Baltimore, MD : International Dyslexia Association
Original Publication: Baltimore, Md. : Orton Dyslexia Society, c1982-
Περίληψη: Developmental dyslexia (DD) is associated with multiple cognitive deficits. This study examined whether digital training of specific cognitive components is feasible and effective, whether parental involvement increases training intensity, and whether a multi-component intervention yields specific and cumulative benefits for reading fluency, spelling, and reading comprehension. We developed a multi-component digital intervention targeting visual-attentional (VA), auditory-phonological (AP), and cross-modal processes. In a pre-registered multiple single-case (within-subject) intervention study (ClinicalTrials.gov: NCT04028310), 144 children with DD aged 8 to 13 years participated. The first two training components (VA vs. AP) were counterbalanced across participants. Each training phase lasted 2 months, with home-based practice 5 days per week for 15 min per session under parental supervision. Before and after the digital intervention phases, children received conventional remediation once per week for 2 months, serving as a within-subject baseline. Training effects were component-specific: VA training led to greater improvements in visual-attentional skills than AP training, whereas AP training yielded greater gains in phoneme awareness than VA training. Across the full three-stage program, cumulative improvements were observed in reading fluency, spelling, and reading comprehension that exceeded gains during conventional remediation alone. Starting with VA training resulted in larger reading fluency gains than starting with AP training. These findings provide a proof of concept that a scalable, home-based, multi-component digital intervention can induce specific cognitive improvements and cumulative gains in reading and spelling skills in children with DD, while remaining feasible for large-scale implementation.
(© 2026. The Author(s), under exclusive licence to Springer Science+Business Media, LLC.)
Competing Interests: Declarations. Ethics approval: This study received ethical approval from two independent ethics committees: the French National Committee for the Protection of Persons (CPP Île-de-France IV; IRB 00003835, reference 2019/50, ID-RCB 2019-A01453-54) and the Ethics Committee for Non-Interventional Research at Université Côte d’Azur (CERNI; reference 2019-7). The study was conducted in accordance with the Declaration of Helsinki and the French Jardé law governing research involving human participants (Decree No. 2016 − 1537, November 16, 2016). Written informed consent was obtained from the parents of all participating children. Competing interest: The authors declare that they have no financial or non-financial interests that are directly or indirectly related to the work submitted for publication.
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Grant Information: (ANR 22-FRAN-0004 Agence Nationale de la Recherche
Contributed Indexing: Keywords: Attention; Auditory; Dyslexia; GraphoGame; Intervention; Phonology; Training
Molecular Sequence: ClinicalTrials.gov NCT04028310
Entry Date(s): Date Created: 20260630 Latest Revision: 20260630
Update Code: 20260701
DOI: 10.1007/s11881-026-00378-x
PMID: 42377862
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  Data: &lt;i&gt;Publisher: &lt;/i&gt;&lt;searchLink fieldCode=&quot;PB&quot; term=&quot;%22International+Dyslexia+Association%22&quot;&gt;International Dyslexia Association &lt;/searchLink&gt;&lt;i&gt;Country of Publication: &lt;/i&gt;United States &lt;i&gt;NLM ID: &lt;/i&gt;8406611 &lt;i&gt;Publication Model: &lt;/i&gt;Print-Electronic &lt;i&gt;Cited Medium: &lt;/i&gt;Internet &lt;i&gt;ISSN: &lt;/i&gt;1934-7243 (Electronic) &lt;i&gt;Linking ISSN: &lt;/i&gt;&lt;searchLink fieldCode=&quot;IS&quot; term=&quot;%2207369387%22&quot;&gt;07369387 &lt;/searchLink&gt;&lt;i&gt;NLM ISO Abbreviation: &lt;/i&gt;Ann Dyslexia &lt;i&gt;Subsets: &lt;/i&gt;MEDLINE
– Name: PublisherInfo
  Label: Imprint Name(s)
  Group: PubInfo
  Data: &lt;i&gt;Publication&lt;/i&gt;: &lt;2001-&gt;: Baltimore, MD : International Dyslexia Association&lt;br /&gt;&lt;i&gt;Original Publication&lt;/i&gt;: Baltimore, Md. : Orton Dyslexia Society, c1982-
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Developmental dyslexia (DD) is associated with multiple cognitive deficits. This study examined whether digital training of specific cognitive components is feasible and effective, whether parental involvement increases training intensity, and whether a multi-component intervention yields specific and cumulative benefits for reading fluency, spelling, and reading comprehension. We developed a multi-component digital intervention targeting visual-attentional (VA), auditory-phonological (AP), and cross-modal processes. In a pre-registered multiple single-case (within-subject) intervention study (ClinicalTrials.gov: NCT04028310), 144 children with DD aged 8 to 13 years participated. The first two training components (VA vs. AP) were counterbalanced across participants. Each training phase lasted 2 months, with home-based practice 5 days per week for 15 min per session under parental supervision. Before and after the digital intervention phases, children received conventional remediation once per week for 2 months, serving as a within-subject baseline. Training effects were component-specific: VA training led to greater improvements in visual-attentional skills than AP training, whereas AP training yielded greater gains in phoneme awareness than VA training. Across the full three-stage program, cumulative improvements were observed in reading fluency, spelling, and reading comprehension that exceeded gains during conventional remediation alone. Starting with VA training resulted in larger reading fluency gains than starting with AP training. These findings provide a proof of concept that a scalable, home-based, multi-component digital intervention can induce specific cognitive improvements and cumulative gains in reading and spelling skills in children with DD, while remaining feasible for large-scale implementation.&lt;br /&gt; (&#169; 2026. The Author(s), under exclusive licence to Springer Science+Business Media, LLC.)
– Name: Abstract
  Label: Competing Interests
  Group: Ab
  Data: Declarations. Ethics approval: This study received ethical approval from two independent ethics committees: the French National Committee for the Protection of Persons (CPP &#206;le-de-France IV; IRB 00003835, reference 2019/50, ID-RCB 2019-A01453-54) and the Ethics Committee for Non-Interventional Research at Universit&#233; C&#244;te d’Azur (CERNI; reference 2019-7). The study was conducted in accordance with the Declaration of Helsinki and the French Jard&#233; law governing research involving human participants (Decree No. 2016 − 1537, November 16, 2016). Written informed consent was obtained from the parents of all participating children. Competing interest: The authors declare that they have no financial or non-financial interests that are directly or indirectly related to the work submitted for publication.
– Name: Ref
  Label: References
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– Name: GrantInfo
  Label: Grant Information
  Group: Grant
  Data: (ANR 22-FRAN-0004 Agence Nationale de la Recherche
– Name: SubjectMinor
  Label: Contributed Indexing
  Group:
  Data: &lt;i&gt;Keywords: &lt;/i&gt;Attention; Auditory; Dyslexia; GraphoGame; Intervention; Phonology; Training
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  Data: ClinicalTrials.gov NCT04028310
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  Label: Entry Date(s)
  Group: Date
  Data: &lt;i&gt;Date Created: &lt;/i&gt;20260630 &lt;i&gt;Latest Revision: &lt;/i&gt;20260630
– Name: DateUpdate
  Label: Update Code
  Group: Date
  Data: 20260701
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s11881-026-00378-x
– Name: AN
  Label: PMID
  Group: ID
  Data: 42377862
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=cmedm&AN=42377862
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    Identifiers:
      – Type: doi
        Value: 10.1007/s11881-026-00378-x
    Languages:
      – Code: eng
        Text: English
    Titles:
      – TitleFull: Back on track: remediating developmental dyslexia with a home-based multi-component program.
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Harrar-Eskinazi KL
      – PersonEntity:
          Name:
            NameFull: Denis-Noël A
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            NameFull: De Cara B
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            NameFull: Leloup G
      – PersonEntity:
          Name:
            NameFull: Nothelier J
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            NameFull: Caci H
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            NameFull: Faure S
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          Name:
            NameFull: Ziegler JC
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      – BibEntity:
          Dates:
            – D: 30
              M: 06
              Text: 2026 Jun 30
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 1934-7243
          Titles:
            – TitleFull: Annals of dyslexia
              Type: main
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