Authors: Sebastián Aravena, Jurgen Tijms.
Article: Reading fluency and Dyslexia: Innovative developments in the role of Associative learning and Repetitive exposure in skill acquisition..
Publication: : Educational Psychology: Cognition and Learning, Individual Differences and Motivation (Nova Science Publishers). Chapter 3 2009
In this chapter we will engage in a theoretical quest for ways to ameliorate reading fluency in dyslexics. In the first section we will provide an overview of research on dyslexia and dyslexia treatment and we will discuss the limitations of traditional interventions to ameliorate the poor reading fluency of dyslexic children. In the second section of the chapter we will have a closer look on reading fluency, often referred to as the “neglected” aspect of reading. We will discuss the essential role of extensive reading experience in the development of reading fluency and focus on repeated reading, the most familiar and most researched approach to fluency training. A state of the art overview of insights from cognitive neuroscience, concerning fluent and disrupted reading, will be given in the third section of the chapter. In this light we will discuss cognitive, neurobiological and connectionist models on reading development and additionally focus on other areas of skill learning, such as chess. In the fourth section we will amalgamate the various insights, draw several conclusions regarding fluency-oriented instructional practices, and proposed some new directions for dyslexia treatment. Additionally, we will demonstrate the unique possibilities provided by edugames, or computer-game training, for the implementation of the proposed educational principles. As an example we will present an edugame, called LexyLink, which we developed in our own laboratory and which we are currently testing in our institute.
Aravena, S. and J. Tijms. “Reading fluency and Dyslexia: Innovative developments in the role of Associative learning and Repetitive exposure in skill acquisition.” (2009).