Action Video Games Make Dyslexic Children Read Better
Action Video Games Make Dyslexic Children Read Better
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DOI：
10.1016/j.cub.2013.01.044
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发表时间：
2013-03-18
期刊：
影响因子：
9.2
通讯作者：
Facoetti, Andrea
中科院分区：
文献类型：
--
作者：
Franceschini, Sandro;Gori, Simone;Facoetti, Andrea
学习阅读对大约10%的儿童来说是非常困难的;他们受到一种称为阅读障碍的神经发育障碍的影响[1，2]。阅读障碍的神经认知原因仍然是激烈的争论[3-12]。阅读障碍的补救远未完全实现[13]，目前的治疗需要高水平的资源[1]。在这里，我们证明，只有12个小时的玩动作视频游戏，不涉及任何直接的语音或拼写训练，大大提高阅读能力的儿童阅读障碍。我们测试了阅读，语音和注意力技能在两个匹配的组的儿童阅读障碍之前和之后，他们玩动作或非动作视频游戏，每天80分钟的9个会议。我们发现，只有玩动作电子游戏才能提高儿童的阅读速度，而不会在准确性方面付出任何代价，超过1年的自发阅读发展，超过或等于高要求的传统阅读治疗。在动作视频游戏训练中，注意力技能也得到了提高。已经证明，动作视频游戏可以有效地提高注意力能力[14，15];我们的研究结果表明，这种注意力的提高可以直接转化为更好的阅读能力，为阅读障碍提供了一种新的，快速的，有趣的补救措施，在揭示注意力在阅读习得中的因果作用方面具有理论相关性。
Learning to read is extremely difficult for about 10% of children; they are affected by a neurodevelopmental disorder called dyslexia [1, 2]. The neurocognitive causes of dyslexia are still hotly debated [3-12]. Dyslexia remediation is far from being fully achieved [13], and the current treatments demand high levels of resources [1]. Here, we demonstrate that only 12 hr of playing action video games-not involving any direct phonological or orthographic training-drastically improve the reading abilities of children with dyslexia. We tested reading, phonological, and attentional skills in two matched groups of children with dyslexia before and after they played action or nonaction video games for nine sessions of 80 min per day. We found that only playing action video games improved children's reading speed, without any cost in accuracy, more so than 1 year of spontaneous reading development and more than or equal to highly demanding traditional reading treatments. Attentional skills also improved during action video game training. It has been demonstrated that action video games efficiently improve attention abilities [14, 15]; our results showed that this attention improvement can directly translate into better reading abilities, providing a new, fast, fun remediation of dyslexia that has theoretical relevance in unveiling the causal role of attention in reading acquisition.