Cristin-resultat-ID: 1915080
Sist endret: 10. juni 2021, 14:00
NVI-rapporteringsår: 2021
Resultat
Vitenskapelig artikkel
2021

Sensory white noise improves reading skills and memory recall in children with reading disability

Bidragsytere:
  • Göran Söderlund
  • Jakob Åsberg Johnels
  • Bodil Rothén
  • Ellen Torstensson-Hultberg
  • Andreas Magnusson og
  • Linda Fälth

Tidsskrift

Brain and Behavior
ISSN 2162-3279
e-ISSN 2162-3279
NVI-nivå 1

Om resultatet

Vitenskapelig artikkel
Publiseringsår: 2021
Artikkelnummer: 02114
Open Access

Importkilder

Scopus-ID: 2-s2.0-85107178465

Beskrivelse Beskrivelse

Tittel

Sensory white noise improves reading skills and memory recall in children with reading disability

Sammendrag

Background: Reading disability (RD) is characterized by slow and inaccurate word reading development, commonly reflecting underlying phonological problems. We have previously shown that exposure to white noise acutely improves cognitive performance in children with ADHD. The question addressed here is whether white noise exposure yields positive outcomes also for RD. There are theoretical reasons to expect such a possibility: a) RD and ADHD are two overlapping neurodevelopmental disorders and b) since prior research on white noise benefits has suggested that a central mechanism might be the phenomenon of stochastic resonance, then adding certain kinds of white noise might strengthen the signal-to-noise ratio during phonological processing and phoneme–grapheme mapping. Methods: The study was conducted with a group of 30 children with RD and phonological decoding difficulties and two comparison groups: one consisting of skilled readers (n = 22) and another of children with mild orthographic reading problems and age adequate phonological decoding (n = 30). White noise was presented experimentally in visual and auditory modalities, while the children performed tests of single word reading, orthographic word recognition, nonword reading, and memory recall. Results: For the first time, we show that visual and auditory white noise exposure improves some reading and memory capacities “on the fly” in children with RD and phonological decoding difficulties. By contrast, the comparison groups displayed either no benefit or a gradual decrease in performance with increasing noise. In interviews, we also found that the white noise exposure was tolerable or even preferred by many children. Conclusion: These novel findings suggest that poor readers with phonological decoding difficulties may be immediately helped by white noise during reading. Future research is needed to determine the robustness, mechanisms, and long-term practical implications of the white noise benefits in children with reading disabilities.

Bidragsytere

Göran Söderlund

  • Tilknyttet:
    Forfatter
    ved Institutt for pedagogikk, religion og samfunnsfag ved Høgskulen på Vestlandet
  • Tilknyttet:
    Forfatter
    ved Göteborgs universitet

Jakob Åsberg Johnels

  • Tilknyttet:
    Forfatter
    ved Göteborgs universitet

Bodil Rothén

  • Tilknyttet:
    Forfatter
    ved Linnéuniversitetet

Ellen Torstensson-Hultberg

  • Tilknyttet:
    Forfatter
    ved Linnéuniversitetet

Andreas Magnusson

  • Tilknyttet:
    Forfatter
    ved Chalmers tekniska högskola
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