The Influence of Facial Speech Phenomenon on the Learning Process of Children with Dyslexia: Aspects of Susceptibility and Dependency on Visual and Phonological Stimuli
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| 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 |
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| 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 |
| 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. |
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| ISSN: | 1092-4388 1558-9102 |
| DOI: | 10.1044/2025_JSLHR-24-00823 |
