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Welcome to CogniFit!

Confirm that the use of assessments and training is for yourselfYou are going to create a personal account. This type of account is specially designed to help you evaluate and train your cognitive skills

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Please confirm that the use of cognitive training and assessment is for research study participants.You are going to create a research account. This account is specially designed to help researchers with their studies in the cognitive areas.

Please confirm that the use of cognitive training and assessment is for your students.You are going to create a student management account. This account is designed to give your students access to CogniFit evaluations and training.

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For users 16 years and older. Children under 16 can use CogniFit with a parent on one of the family platforms.

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Dyslexia in the Classroom

Educational resources for researching learning difficulties in the classroom. Educational tools aimed at helping researchers investigate learning difficulties.

This page is for information only. We do not sell any products that treat conditions. CogniFit's products to treat conditions are currently in validation process. If you are interested please visit CogniFit Research Platform
  • Educational platform for researching dyslexia in the classroom

  • Resources aimed at researching dyslexia in an academic environment

  • Cognitive stimulation and/or rehabilitation of dyslexia for research purposes only

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Patient #141

Cate Brown

catebrown@mail.com

59 years old

Last activity: 02/01/2016 | 4:09 min

Registration date: 01/01/2013

Total number of logins: 23

Inhibition

598

Focused Attention

608

Phonological Short-term Memory

468

Spatial Perception

405

Set up a new training session

Custom Training

Session length

15 min

Personalized Training

Memory

Concentration

Reasoning

55 and Over

Reading Comprehension

Perception

Driving

Darwin Science Institute

Participants: 135

Groups: 24

60 and Over

Control Group

Participants: 11

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60 and Over

Normal Group

Participants: 11

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Memory Test

Control Group

Participants: 5

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Memory Test

Normal Group

Participants: 5

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Name

Type of group

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Normal Group

Save

Settings: Manual

Daniel Foster

Memory Test

Control Group

0
Personalized Training
1
Memory
0
Concentration
1
Reasoning
0
Driving
0
55 and Over
0
Perception
1
Reading Comprehension
2
Delay between training sessions (hours)
General Cognitive Assessment (CAB)

Number of training regime iterations

5

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Student #231

Paul Perkins

DaVinci High School

12 years old | Right handed

ADHD

DaVinci High School

Students: 357

Calculation

Logic

Writing

Reading

Working Memory

565

Naming

411

Visual Perception

355

Visual Short-Term Memory

392

Processing Speed

450

Focused Attention

298

Concentration
Cognitive training
Cognitive Skills
Focused Attention
Spatial Perception
Visual Scanning
Send this training session to Paul Perkins
Strengths
Natural Sciences
Language and Literature
Art

CogniFit Dyslexia Research in the Classroom. Educational technology designed for researchers interested in dyslexia in the academic environment.

This educational tool directed at researching dyslexia in an academic environment is a professional resource created by learning-disorder specialists and child neuropsychologists.

  • Accurately explore your participants' cognitive functions: Incorporate an educational process that will help you objectively assess the participants with cognitive deficits. CogniFit Dyslexia in the Classroom helps you recognize the difficulties associated with dyslexia more accurately for your research purposes.
  • Study academic struggles associated with dyslexia: Identifying possible risks is the foundation for overcoming learning disabilities.
  • Correct and redirect specific disabilities: Researchers can use clinical programs to study the best interventions for dyslexia at school.
  • Keeping track of participants' improvements and progress: This tool helps researchers stay on top of their participants' cognitive results.

Dyslexia is a neurobiological learning disorder that affects about 10-15% of students. This learning disorder makes it more difficult to read, write, and decode any alphabetic symbols. Dyslexia is one of the main causes of academic problems, which is why it is so important for educational institutions to research new educational technologies to help assess and find solutions for learning disabilities in the classroom.

Research Dyslexia in the classroom:

Technology to research dyslexia detection at school:

This online dyslexia platform uses neuropsychological tests and standardized instruments that help the researcher exhaustively explore the cognitive functions in young participants with possible cognitive deficits.

The data collected during the cognitive evaluation will be presented in a detailed report. This information is useful for the researcher, as it represents a reliable resource that may help with their research variables in a school setting.

The assessment to research dyslexia at school is available for participants 7+ and adults. The exercises are fun for the participants and are practiced online, making it simple and entertaining for young participants.

Resources to help research dyslexia rehabilitation at school:

Educational technology to help research dyslexia rehabilitation in the classroom:

Technological resources aimed at helpong researchers. It is an automated intervention tool that can help research dyslexia in the classroom.

CogniFit's educational technology is based on "brain fitness": A complete battery of neuroscientific batteries designed by learning disorder specialists and child neuropsychologists directed at helping researchers improve their experimental variables regarding cognitive functions. These fun research exercises can be practiced online from any device. The games and activities can be used by children 7+ and adults.

Neurons that are regularly activated tend to make connections and strengthen them over time, which is why the more we activate a neural network, the more quickly and easily we can complete a determined task. Researching how brain training may help dyslexic student may help understand how the brain "corrects" the neuronal "errors".

CogniFit Dyslexia Research in the Classroom is a resource that allows the researcher to plan a brain training and/or cognitive rehabilitation based on the specific needs of their investigation, and carefully track their participants' cognitive progress.

CogniFit Dyslexia Research in the Classroom

The lexical difficulties in children with dyslexia are caused by: deficits in linguistic processing, deficient working memory, and slow processing speed.

CogniFit Dyslexia Research in the Classroom is a research tool used by universities around the world. Studies have shown using CogniFit Dyslexia Research Tool can:

  • Improve working memory which allows participants to retain more information.
  • Increase correct words read per minute by 14.73%.
  • Working memory and ability to detect errors may increase (24.71%)
  • These results last up to six months after training, having an overall positive effect on the participants' dyslexia.

References: Conners, C. K. (1989). Manual for Conners’ rating scales. North Tonawanda, NY: Multi-Health Systems. • Wechsler, D. (1945). A standardized memory scale for clinical use. The Journal of Psychology: Interdisciplinary and Applied, 19(1), 87-95 • Korkman, M., Kirk, U., & Kemp, S (1998). NEPSY: A developmental neuropsychological assessment. Psychological Corporation. Korkman, M., Kirk, U., & Kemp, S (1998). Manual for the NEPSY. San Antonio, TX: Psychological corporation. • Tombaugh, T. N. (1996). Test of memory malingering: TOMM. North Tonawanda, NY: Multi-Health Systems. • Rey. Schmidt, M. (1994). Rey auditory verbal learning test: a handbook. Los Angeles: Western Psychological Services. • Toglia, J. P. (1993). Contextual memory test. Tucson, AZ: Therapy Skill Builders. • Stroop, J. R (1935). Studies of interference in serial verbal reactions. Journal of experimental psychology, 18(6), 643. • Heaton, R. K. (1981). A manual for the Wisconsin card sorting test. Western Psycological Services. • Shallice, T (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society B: Biological Sciences, 298(1089), 199-209. • Hooper, E. H. (1983). Hooper visual organization test (VOT). • Greenberg, L. M., Kindschi, C. L., & Corman, C. L. (1996). TOVA test of variables of attention: clinical guide. St. Paul, MN: TOVA Research Foundation. • Asato, M. R., Sweeney, J. A., & Luna, B (2006). Cognitive processes in the development of TOL performance. Neuropsychologia, 44(12), 2259-2269. • Goh, D. S., & Swerdlik, M. E. (1985). FROSTIG DEVELOPMENTAL TEST OF VISUAL PERCEPTION. Test critiques, 2, 293. • Peretz C, Korczyn AD, Shatil E, Aharonson V, Birnboim S, Giladi N. - Computer-Based, Personalized Cognitive Training versus Classical Computer Games: A Randomized Double-Blind Prospective Trial of Cognitive Stimulation - Neuroepidemiology 2011; 36:91-9.

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