Evaluation of Speech Rhythm Training in Dyslexic Readers Aged 7 to 9 Years

Longitudinal cross-over study carried out on 4 experimental groups to compare the effect of two rhythmic auditory trainings (30 Hz and low frequencies) compared to the effect of a grapho-phonological correspondence training (GraphoGame).

The study begins with a recruitment and inclusion period after diagnosis of dyslexia. During this study, 4 assessments are performed and include behavioral measures in the care setting and electrophysiological measures in the research setting:

• at time T1 before any remediation,
• at T2 after the first training,
• at T3 at most 7 days after the 2nd training session,
• at T4 seven weeks after T3.

After the T1 assessment, participants were randomized into 4 different groups (training 1 then training 2):

Group 1 : Auditory Rhythmic at 30 Hz then GraphoGame Group 2 : GraphoGame then Rhythmic Auditory at 30 Hz Group 3 : Auditory Rhythmic at low frequencies then GraphoGame Group 4 : GraphoGame then Auditory Low Frequency Rhythmic The first training period (total duration 6 weeks) according to the assigned group begins and takes place at the speech therapist's office and at home.

After the T2 evaluation, the 2nd training period (total duration 6 weeks) according to the assigned group begins and takes place at the SLP's office as well as at home.

The post-training evaluations T3 and T4 take place, respectively, 1 week and 7 weeks after the last training.

Inclusion criteria

• between 7 and 9 years old
• in regular schooling
• have a diagnosis of dyslexia
• have a non-verbal intelligence assessment within the norm. Inclusion assessments must show a major reading disability without associated cognitive deficits.
• be equipped with a PC at home
• have given their assent and whose parents/legal guardians have given their oral consent

Exclusion criteria

• have any other diagnosis of language impairment
• have a neurological disorder (visual, auditory, executive)
• have an associated psychiatric disorder
• have a developmental delay.