CogniFit Dyslexia Research in the Classroom. Educational technology designed for researchers interested in dyslexia in the academic environment.
Dyslexia in the Classroom
Educational resources for researching learning difficulties in the classroom. Educational tools aimed at helping researchers investigate learning difficulties.
Educational platform for researching dyslexia in the classroom
Resources aimed at researching dyslexia in an academic environment
Cognitive stimulation and/or rehabilitation of dyslexia for research purposes only
Patient #141
Cate Brown
catebrown@mail.com
59 years old
Last activity: 02/01/2016 | 4:09 min
Registration date: 01/01/2013
Total number of logins: 23
Inhibition
598
Focused Attention
608
Phonological Short-term Memory
468
Spatial Perception
405
Custom Training
Session length
15 min
Personalized Training
Memory
Concentration
Reasoning
65 and Over
Reading Comprehension
Perception
Driving
Darwin Science Institute
Participants: 135
Groups: 24
60 and Over
Control Group
Participants: 11
Add participants
60 and Over
Normal Group
Participants: 11
Add participants
Memory Test
Control Group
Participants: 5
Add participants
Memory Test
Normal Group
Participants: 5
Add participants
Create New Group
Name
Type of group
Control Group
Normal Group
Save
Settings: Manual
Daniel Foster
Memory Test
Control Group
Number of training regime iterations
5
Student #231
Paul Perkins
DaVinci High School
12 years old | Right handed
DaVinci High School
Students: 357
Calculation
Logic
Writing
Reading
Working Memory
565
Naming
411
Visual Perception
355
Visual Short-Term Memory
392
Processing Speed
450
Focused Attention
298
This educational tool directed at researching dyslexia in an academic environment is a professional resource created by learning-disorder specialists and child neuropsychologists.
- Accurately explore your participants' cognitive functions: Incorporate an educational process that will help you objectively assess the participants with cognitive deficits. CogniFit Dyslexia in the Classroom helps you recognize the difficulties associated with dyslexia more accurately for your research purposes.
- Study academic struggles associated with dyslexia: Identifying possible risks is the foundation for overcoming learning disabilities.
- Correct and redirect specific disabilities: Researchers can use clinical programs to study the best interventions for dyslexia at school.
- Keeping track of participants' improvements and progress: This tool helps researchers stay on top of their participants' cognitive results.
Dyslexia is a neurobiological learning disorder that affects about 10-15% of students. This learning disorder makes it more difficult to read, write, and decode any alphabetic symbols. Dyslexia is one of the main causes of academic problems, which is why it is so important for educational institutions to research new educational technologies to help assess and find solutions for learning disabilities in the classroom.
Research Dyslexia in the classroom:
Technology to research dyslexia detection at school:
Resources to help research dyslexia rehabilitation at school:
Educational technology to help research dyslexia rehabilitation in the classroom:
CogniFit Dyslexia Research in the Classroom
The lexical difficulties in children with dyslexia are caused by: deficits in linguistic processing, deficient working memory, and slow processing speed.
CogniFit Dyslexia Research in the Classroom is a research tool used by universities around the world. Studies have shown using CogniFit Dyslexia Research Tool can:
- Improve working memory which allows participants to retain more information.
- Increase correct words read per minute by 14.73%.
- Working memory and ability to detect errors may increase (24.71%)
- These results last up to six months after training, having an overall positive effect on the participants' dyslexia.
References: Conners, C. K. (1989). Manual for Conners’ rating scales. North Tonawanda, NY: Multi-Health Systems. • Wechsler, D. (1945). A standardized memory scale for clinical use. The Journal of Psychology: Interdisciplinary and Applied, 19(1), 87-95 • Korkman, M., Kirk, U., & Kemp, S (1998). NEPSY: A developmental neuropsychological assessment. Psychological Corporation. Korkman, M., Kirk, U., & Kemp, S (1998). Manual for the NEPSY. San Antonio, TX: Psychological corporation. • Tombaugh, T. N. (1996). Test of memory malingering: TOMM. North Tonawanda, NY: Multi-Health Systems. • Rey. Schmidt, M. (1994). Rey auditory verbal learning test: a handbook. Los Angeles: Western Psychological Services. • Toglia, J. P. (1993). Contextual memory test. Tucson, AZ: Therapy Skill Builders. • Stroop, J. R (1935). Studies of interference in serial verbal reactions. Journal of experimental psychology, 18(6), 643. • Heaton, R. K. (1981). A manual for the Wisconsin card sorting test. Western Psycological Services. • Shallice, T (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society B: Biological Sciences, 298(1089), 199-209. • Hooper, E. H. (1983). Hooper visual organization test (VOT). • Greenberg, L. M., Kindschi, C. L., & Corman, C. L. (1996). TOVA test of variables of attention: clinical guide. St. Paul, MN: TOVA Research Foundation. • Asato, M. R., Sweeney, J. A., & Luna, B (2006). Cognitive processes in the development of TOL performance. Neuropsychologia, 44(12), 2259-2269. • Goh, D. S., & Swerdlik, M. E. (1985). FROSTIG DEVELOPMENTAL TEST OF VISUAL PERCEPTION. Test critiques, 2, 293. • Peretz C, Korczyn AD, Shatil E, Aharonson V, Birnboim S, Giladi N. - Computer-Based, Personalized Cognitive Training versus Classical Computer Games: A Randomized Double-Blind Prospective Trial of Cognitive Stimulation - Neuroepidemiology 2011; 36:91-9.