Visuo-Spatial Attention And Reading Abilities: An Action Game Prototype For Dyslexic Children

AbstractIn modern society about 10% of children experience difficulty in learning to read. They suffer from a neuro-developmental disorder called dyslexia. According to recent research, playing action videogames - not directly related to phonological or orthographic training - seems to be a teaching tool able to specifically intervene on spatial attention and to drastically improve the reading skills of dyslexic children. This research aims at designing and implementing an educational action game oriented to promote, through forms of engaging and motivating interaction, phonological training and visuo-spatial attention training in dyslexic subjects aged between 7 and 9.