Effectiveness of Visual Attention Span Training on Learning to Read and Spell
A Digital‐game‐based Intervention in Classrooms
Bibliographic Data
Longitudinal studies on mainstream children and training studies in the dyslexic population suggest that visual attention span (VAS) abilities contribute to reading acquisition. We evaluated to what extent VAS training in beginning readers might enhance later literacy skills. A large cohort of 453 children was followed from the beginning to the end of Grade 1. A first group of students was trained on a custom‐designed digital application—called EVASION—that targeted VAS abilities. Another group used the GraphoGame application, while the third was a “business‐as‐usual” group. A total training time of 10 h was recommended; training was performed during the regular school day, under the sole supervision of teachers. Pre–post intervention assessment revealed higher VAS, higher reading fluency improvement, and higher postintervention spelling skills in the EVASION group. Children who spent more time playing with EVASION improved more in both VAS and literacy skills. In the whole population, VAS enhancement predicted reading fluency improvement and posttraining spelling skills, independently of other reading related skills and of the class effect. The overall findings suggest that training VAS in the classroom might prevent difficulties in learning to read and spell. Evidence for longitudinal effects of VAS training on literacy skills support a causal relationship. In improving multiletter parallel processing, training would translate into better orthographic learning, yielding higher reading fluency and spelling skills
Developmental psychology · Dyslexia · Fluency · Literacy · Mathematics education · Pedagogy · Population · Reading (process) · Spelling · Child Development and Digital Technology · Cognitive and developmental aspects of mathematical skills · Medicine · Psychology · Reading and Literacy Development
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| Citations per year | 2 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |