The Influence of Facial Speech Phenomenon on the Learning Process of Children With Dyslexia: Aspects of Susceptibility and Dependency on Visual and Phonological Stimuli.
Purpose: This study aimed to analyze audiovisual speech perception strategies in children with dyslexia, specifically addressing difficulties in phonological processing and reading. Our objective was to investigate the impact of different training programs (phonetic and visual) on learning and asses...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 68; no. 11; pp. 5292 - 5305 |
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| Autores principales: | , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Nov2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=189241808&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 189241808 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Nov2025 vid: 68 iid: 11 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 189241808 10.1044/2025_JSLHR-24-00823 ppf: 5292 ppct: 13 formats: fmt: @attributes: type: P size: 790KB tig: atl: The Influence of Facial Speech Phenomenon on the Learning Process of Children With Dyslexia: Aspects of Susceptibility and Dependency on Visual and Phonological Stimuli. aug: au: Philippova, Alla Shterts, Olga affil: Department of Biology and General Genetics, I. M. Sechenov First Moscow State Medical University, Russian Federation bDepartment of Psychology, Kazan Federal University, Elabuga, Russian Federation su: Russia Reading Task performance Schools Learning Mainstreaming in special education Randomized controlled trials School children Phonetics Patients' attitudes Facial expression Repeated measures design Pearson correlation (Statistics) Prompts (Psychology) Data analysis T-test (Statistics) Computer software Dyslexia Phonological awareness Educational outcomes Statistical sampling Pilot projects Research evaluation Descriptive statistics Pre-tests & post-tests Experimental design Longitudinal method One-way analysis of variance Statistics Speech perception Visual perception Learning strategies Reaction time Data analysis software Video recording sug: subj: Reading Task performance Schools Learning Mainstreaming in special education Randomized controlled trials School children Phonetics Patients' attitudes Facial expression Russia Computer and software stores Software publishers (except video game publishers) Computer, computer peripheral and pre-packaged software merchant wholesalers Computer and Computer Peripheral Equipment and Software Merchant Wholesalers Marketing Research and Public Opinion Polling All Other Miscellaneous Schools and Instruction Elementary and Secondary Schools Repeated measures design Pearson correlation (Statistics) Prompts (Psychology) Data analysis T-test (Statistics) Computer software Dyslexia Phonological awareness Educational outcomes Statistical sampling Pilot projects Research evaluation Descriptive statistics Pre-tests & post-tests Experimental design Longitudinal method One-way analysis of variance Statistics Speech perception Visual perception Learning strategies Reaction time Data analysis software Video recording ab: Purpose: This study aimed to analyze audiovisual speech perception strategies in children with dyslexia, specifically addressing difficulties in phonological processing and reading. Our objective was to investigate the impact of different training programs (phonetic and visual) on learning and assess individual differences in strategy preferences depending on task context. Method: The research was conducted in 2021-2022 in Moscow, Russia, involving three schools. The study used standardized visual and phonological tasks, with pre-and posttest measurements, conducted over 24 months. One hundred fifty children participated (three groups: one control group with 75 children and two experimental groups with phonetic and visual training, comprising 38 and 37 children, respectively), all in the context of inclusive education. Children with dyslexia were diagnosed based on standardized criteria from clinical and educational assessments. Results: Results revealed that strategy effectiveness varied depending on task context, with significant individual differences observed, particularly in children with dyslexia. While the overall group analysis indicated improvements in both experimental groups, individual variances were noted but not fully analyzed in the initial manuscript. The statistical significance of the findings was between p < .01 and .05, suggesting a meaningful effect of the interventions. These individual differences highlight the importance of personalized teaching strategies, which were not sufficiently explored in the original manuscript. Conclusions: Our findings substantiate the need for differentiated, context-based teaching strategies that cater to the individual needs of children with dyslexia, optimizing their learning experience. These results offer educators and education specialists a framework for personalized teaching interventions. Further investigation into individual differences is recommended for more targeted and effective educational approaches. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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