Lateral and central presentation of words with limited exposure duration as remedial training for reading disabled children.

摘要: In two studies it is examined whether lateral presentation of words in remedial practice for reading disabled children has additional effects to central presentation. The effect limited exposure duration (LED) also studied as a possible factor inducing higher level decoding processes or increased processing speed words. Two groups Dutch (n1 = 25, mean age 9;8 years and n2 36, 7;1 years) repeatedly practiced presented the left, right visual field. results show that all improved substantially both accuracy, which demonstrates importance repetitive attain fluency children. Further analysis demonstrated neither site nor added significantly training results. These findings do not corroborate neuropsychological theories suggesting special role presentations.