The impact of computerized executive function training on children’s reading outcomes
Angela Pasqualotto, Benedetta Zanichelli, Martina Marolo, Emma Cunningham, Paola Venuti
Technology has become an increasingly common tool for addressing reading difficulties, but the impacts of specific computer-based training aimed at improving reading skills in children with reading difficulties have not been examined thoroughly. This review includes 10 experimental studies, published between 2000 and 2020 in PubMed, which investigated the effects of computer-based executive function training on reading accuracy, reading speed, and phonological awareness in children, aged 8 to 12 years, with reading difficulties. The majority of the studies examined found significant effects of executive function training on reading skills, but this result does not extend to all studies included. Furthermore, the current analysis suggests that small sample sizes and shorter training periods may contribute to achieving positive results in some cases. However, more research on this topic is crucial in order to validate the promising findings of this review. Specifically, it would be useful to compare the effect of computer-based training on reading skills with the effects of training using video games, as well as the impact of targeted training of different executive functions.
Keywords
Executive Functions, Reading, Poor readers, Computerized training, Video Games.
