Neurocognitive Interventions and Brain Function in Children with Dyslexia

Abstract

Dyslexia is a disorder characterized by reading impairment and it is affected by both neurocognitive and developmental factors. The aim of this paper is to present the latest scientific evidence which reveal different neurocognitive interventions that can improve brain function in order for children with reading difficulties and dyslexia to reach long-term reading improvement. As well as to evaluate the level of accomplished results of each neurocognitive intervention. Understanding the difficulties children with dyslexia face on their academic and personal life, it is important to expand research on how to successfully intervene in the process of learning. A variety of interventions such as visual perceptual training, intensive reading training, motor cognition training and several others have been shown to have positive effects on dyslexic children.