View in EDS PDF Full Text

The Influence of Facial Speech Phenomenon on the Learning Process of Children with Dyslexia: Aspects of Susceptibility and Dependency on Visual and Phonological Stimuli

Saved in:
Bibliographic Details
Title: The Influence of Facial Speech Phenomenon on the Learning Process of Children with Dyslexia: Aspects of Susceptibility and Dependency on Visual and Phonological Stimuli
Language: English
Authors: Alla Philippova, Olga Shterts
Source: Journal of Speech, Language, and Hearing Research. 2025 68(11):5292-5304.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Research
Descriptors: Nonverbal Communication, Human Body, Learning Processes, Children, Dyslexia, Visual Stimuli, Phonology, Auditory Stimuli, Auditory Perception, Foreign Countries, Learning Strategies, Individualized Instruction, Intervention, Perception Tests, Perceptual Development, Visual Perception
Geographic Terms: Russia (Moscow)
DOI: 10.1044/2025_JSLHR-24-00823
ISSN: 1092-4388
1558-9102
Abstract: Purpose: This study aimed to analyze audiovisual speech perception strategies in children with dyslexia, specifically addressing difficulties in phonological processing and reading. Our objective was to investigate the impact of different training programs (phonetic and visual) on learning and assess individual differences in strategy preferences depending on task context. Method: The research was conducted in 2021-2022 in Moscow, Russia, involving three schools. The study used standardized visual and phonological tasks, with pre- and posttest measurements, conducted over 24 months. One hundred fifty children participated (three groups: one control group with 75 children and two experimental groups with phonetic and visual training, comprising 38 and 37 children, respectively), all in the context of inclusive education. Children with dyslexia were diagnosed based on standardized criteria from clinical and educational assessments. Results: Results revealed that strategy effectiveness varied depending on task context, with significant individual differences observed, particularly in children with dyslexia. While the overall group analysis indicated improvements in both experimental groups, individual variances were noted but not fully analyzed in the initial manuscript. The statistical significance of the findings was between p < 0.01 and 0.05, suggesting a meaningful effect of the interventions. These individual differences highlight the importance of personalized teaching strategies, which were not sufficiently explored in the original manuscript. Conclusions: Our findings substantiate the need for differentiated, context-based teaching strategies that cater to the individual needs of children with dyslexia, optimizing their learning experience. These results offer educators and education specialists a framework for personalized teaching interventions. Further investigation into individual differences is recommended for more targeted and effective educational approaches.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489464
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGFoREAyIztwsKZ_r3mnAf_AAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDAsLzbUYT7sMsPuvPgIBEICBm8PJhdyYyh64mrW4_YPIvEpPwUXaRwzT1s1mL3jZ4Wh6ZguO0vITsHo0SLqhUdxZgAykjTXBfU3YrdsHPdwOOL7PrwLMe7p7NeOkP8G_EFkkZaNE8APH7sq2KyKfy1R0QGfTXRerj2M7lHbF8GlIWxOjd29GhVUSGlSmhU4CWn5zW4C7mMEJ3RdOSIJGa3anTU1wfYU4TGDO0AfD
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1489464
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Influence of Facial Speech Phenomenon on the Learning Process of Children with Dyslexia: Aspects of Susceptibility and Dependency on Visual and Phonological Stimuli
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Alla+Philippova%22&quot;&gt;Alla Philippova&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Olga+Shterts%22&quot;&gt;Olga Shterts&lt;/searchLink&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22&quot;&gt;&lt;i&gt;Journal of Speech, Language, and Hearing Research&lt;/i&gt;&lt;/searchLink&gt;. 2025 68(11):5292-5304.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Teachers
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Nonverbal+Communication%22&quot;&gt;Nonverbal Communication&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Human+Body%22&quot;&gt;Human Body&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Learning+Processes%22&quot;&gt;Learning Processes&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Children%22&quot;&gt;Children&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Dyslexia%22&quot;&gt;Dyslexia&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Visual+Stimuli%22&quot;&gt;Visual Stimuli&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Phonology%22&quot;&gt;Phonology&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Auditory+Stimuli%22&quot;&gt;Auditory Stimuli&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Auditory+Perception%22&quot;&gt;Auditory Perception&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Learning+Strategies%22&quot;&gt;Learning Strategies&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Individualized+Instruction%22&quot;&gt;Individualized Instruction&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Intervention%22&quot;&gt;Intervention&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Perception+Tests%22&quot;&gt;Perception Tests&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Perceptual+Development%22&quot;&gt;Perceptual Development&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Visual+Perception%22&quot;&gt;Visual Perception&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Russia+%28Moscow%29%22&quot;&gt;Russia (Moscow)&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1044/2025_JSLHR-24-00823
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1092-4388&lt;br /&gt;1558-9102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study aimed to analyze audiovisual speech perception strategies in children with dyslexia, specifically addressing difficulties in phonological processing and reading. Our objective was to investigate the impact of different training programs (phonetic and visual) on learning and assess individual differences in strategy preferences depending on task context. Method: The research was conducted in 2021-2022 in Moscow, Russia, involving three schools. The study used standardized visual and phonological tasks, with pre- and posttest measurements, conducted over 24 months. One hundred fifty children participated (three groups: one control group with 75 children and two experimental groups with phonetic and visual training, comprising 38 and 37 children, respectively), all in the context of inclusive education. Children with dyslexia were diagnosed based on standardized criteria from clinical and educational assessments. Results: Results revealed that strategy effectiveness varied depending on task context, with significant individual differences observed, particularly in children with dyslexia. While the overall group analysis indicated improvements in both experimental groups, individual variances were noted but not fully analyzed in the initial manuscript. The statistical significance of the findings was between p &lt; 0.01 and 0.05, suggesting a meaningful effect of the interventions. These individual differences highlight the importance of personalized teaching strategies, which were not sufficiently explored in the original manuscript. Conclusions: Our findings substantiate the need for differentiated, context-based teaching strategies that cater to the individual needs of children with dyslexia, optimizing their learning experience. These results offer educators and education specialists a framework for personalized teaching interventions. Further investigation into individual differences is recommended for more targeted and effective educational approaches.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1489464
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1489464
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2025_JSLHR-24-00823
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 5292
    Subjects:
      – SubjectFull: Nonverbal Communication
        Type: general
      – SubjectFull: Human Body
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Visual Stimuli
        Type: general
      – SubjectFull: Phonology
        Type: general
      – SubjectFull: Auditory Stimuli
        Type: general
      – SubjectFull: Auditory Perception
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Individualized Instruction
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Perception Tests
        Type: general
      – SubjectFull: Perceptual Development
        Type: general
      – SubjectFull: Visual Perception
        Type: general
      – SubjectFull: Russia (Moscow)
        Type: general
    Titles:
      – TitleFull: The Influence of Facial Speech Phenomenon on the Learning Process of Children with Dyslexia: Aspects of Susceptibility and Dependency on Visual and Phonological Stimuli
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Alla Philippova
      – PersonEntity:
          Name:
            NameFull: Olga Shterts
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1092-4388
            – Type: issn-electronic
              Value: 1558-9102
          Numbering:
            – Type: volume
              Value: 68
            – Type: issue
              Value: 11
          Titles:
            – TitleFull: Journal of Speech, Language, and Hearing Research
              Type: main
ResultId 1