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• W2125804980 endingPage "149" @default.
• W2125804980 startingPage "136" @default.
• W2125804980 abstract "In this study, 123 children with a diagnosis of developmental dyslexia were assigned to different treatment groups, either variations of Bakker's intervention program based on the balance model or a control, a specific reading training group. Thorough cognitive and neuropsychological assessment allowed determination of the subtype of dyslexia according to the balance model and the neuropsychological profile with respect to reading and spelling abilities, verbal memory, and phonemic awareness. Characteristics of hemisphere-specific stimulation were systematically manipulated in an effort to shed light on the bases and mechanisms of reading improvement. It was shown that the effects of treatment vary according to type of dyslexia and that the different intervention programs have differential effects on reading-related neuropsychological functions. Since opposite effects can be produced by the same type of treatment in different dyslexia subtypes, the results of the study suggest that accurate classification of subtype on the base of reading and reading-related variables is advantageous for an optimal planning of the therapy." @default.
• W2125804980 created "2016-06-24" @default.
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• W2125804980 date "2011-03-01" @default.
• W2125804980 modified "2023-09-24" @default.
• W2125804980 title "Neuropsychological Treatment of Dyslexia: Does Type of Treatment Matter?" @default.
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• W2125804980 doi "https://doi.org/10.1177/0022219410391186" @default.
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