Can EEG Biofeedback (Neurofeedback) Improve Spelling/Reading Proficiency and Comprehension Among Children With Dyslexia?: A Case Study
Dyslexia is a specific learning difficulty that affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects. It is characterized by difficulties with phonological processing, rapid naming, working memory, processing speed and the automatic development of skills that may not match up to an individual’s other cognitive abilities (British Dyslexia association, 2007).
Currently, treatment for dyslexia is limited to managing the symptoms with no known cure. Researches about Neurofeedback and dyslexia are currently sparse. The main objective of this study is to ascertain whether Neurofeedback can improve spelling/reading proficiency and comprehension among children with dyslexia.
Woodcock Johnson III Tests of Achievement (WJ-III ACH), Burt’s reading test, Read for Africa English test, informal reading inventory were administered as preliminary diagnostic tests. a mini-quantitative electroencephalogram (EEG) assessment was carried out with the Biograph infinity equipment. Data was taken from 15 points using the Ten-Twenty system of electrode placement. From the analysis of the data, 50 sessions of Neurofeedback training sessions were indicated thrice weekly for 30-45 minutes for each session. Increasing 16-18 Hz activity at T3 and F7 proved quite helpful in improving reading speed and comprehension. Each Neurofeedback training session was combined with read for Africa reading protocol. Posttest will be conducted upon completion of treatment. The results derived from the posttest will determine whether intervention program significantly and substantially increase reading proficiency and comprehension in the study subject.