PDF(Pubmed)
Abstract：
Dyslexia is a common learning disorder that hinders reading fluency and comprehension. Traditional treatments can be tedious for children, limiting their effectiveness. This study investigated the one-year effects of rehabilitation treatment with a virtual reality rehabilitation system (VRRS) on children with dyslexia. Twenty-four children were divided into control (CG) and experimental (EG) groups. The CG underwent conventional neuropsychological treatment (CNT), while the EG underwent VR neurorehabilitation training (VRNT) using the VRRS. Neuropsychological evaluation was conducted before treatment, after six months, and again after one year for both groups. Compared to the control group, children who received VR training showed significant improvement in reading skills, especially in non-word reading and reading speed, even after one year without further VR intervention. VRRS can improve treatment adherence and minimize symptoms by offering engaging activities for children. These findings suggest VRRS may be a valuable tool for dyslexia rehabilitation with long-lasting effects.
摘要：
阅读障碍是一种常见的学习障碍，阻碍阅读流利和理解。传统治疗对儿童来说可能很乏味，限制其有效性。这项研究调查了使用虚拟现实康复系统（VRRS）进行康复治疗对阅读障碍儿童的一年效果。将24名儿童分为对照组（CG）和实验组（EG）。CG接受常规神经心理治疗（CNT），而EG使用VRRS进行了VR神经康复训练（VRNT）。治疗前进行神经心理学评估，六个月后，一年后，两组又一次。与对照组相比,接受VR培训的儿童在阅读技能方面表现出显著提高，特别是在非单词阅读和阅读速度方面，即使一年后没有进一步的VR干预。VRRS可以通过为儿童提供参与活动来提高治疗依从性并最大程度地减少症状。这些发现表明，VRRS可能是阅读障碍康复的有价值的工具，具有持久的效果。
