Games and videogames for dyslexia rehabilitation: neurocognitive and psycholinguistic foundation
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Abstract
Developmental Dyslexia (DD) is a neurodevelopmental disorder that makes learning to read and write difficult. Its neurological etiology and associated cognitive deficits are still under research. Technology has enabled the development of platforms, games and video games (PJV) for the rehabilitation of DD. Given the diversity of hypotheses and therapeutic approaches, it is convenient to know the state of the art, as well as to verify if the PJV respond to this updated knowledge to design their interventions and have available the necessary theoretical-technical information for informed therapeutic decisions by the professional. For this purpose, the neurocognitive, cognitive, and psycholinguistic hypotheses on the etiology of DD and the research on the interventions carried out from four identified levels of intervention are reviewed, and a review and analysis of the PJV available in the Spanish market is carried out with some published scientific evidence and oriented to DD. Eight are identified: Galexia, Ubinding, Glifing, Tradislexia, GraphoGame, Jellys, DytectiveU and Minecraft. The applications have various types of activities from the experimental to the psycholinguistic level. The PJV are discussed from the contrast with the research evidence in the field. Recommendations are made for a better adjustment to this evidence. It is concluded that, even though the direct intervention of the professional continues to be essential, the applications constitute a useful and motivating didactic reinforcement, although it would be convenient to have detailed theoretical-technical information to adjust the intervention to the particular learner from their own needs, strengths and, weaknesses considering, in addition, the existence of different subtypes of DD.
Keywords: dyslexia, computer-based training, videogames, phonemic awareness, neuropsychology; psycholinguistics
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References
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