Download The acquisition of reading and writing skills is not a spontaneous process, but requires the integration of numerous cognitive abilities, including phonological awareness, phonological memory, and, in particular, rapid automatized naming (RAN). Scientific literature has highlighted how RAN is an important predictor of reading ability, particularly in individuals with developmental dyslexia, who exhibit impaired speed and accuracy in decoding processes. Based on the dual deficit theory, according to which dyslexia may be caused by a coexisting phonological deficit and rapid automatized naming deficit, this thesis aims to evaluate the effectiveness of an intervention aimed at stimulating RAN to improve reading skills.
The study involved two children diagnosed with dyslexia who underwent a five-month treatment program. One followed a program based exclusively on tachistoscopic reading, while the other underwent integrated training, combining reading and specific RAN exercises. Pre- and post-treatment assessments showed improvement in both cases, but to a greater extent in the child who received the integrated treatment. Specifically, significant progress was seen in reading speed and accuracy, as well as in naming speed and accuracy.
The data suggest that integrating RAN exercises into rehabilitation programs can effectively improve reading skills in dyslexic children, representing a useful complement to traditional therapeutic approaches. The study raises further questions about the importance of multidimensional and personalized approaches in the treatment of specific learning disabilities.