CogniFit Dyslexia in the Classroom. Educational technology designed for schools and teachers interested in dyslexia in the academic environment.
Dyslexia in the Classroom
Educational resources to treat learning difficulties in the classroom. Educational tools aimed at helping students with dyslexia.
Educational technology to treat and help dyslexia in the classroom
Resources aimed at identifying and detecting dyslexia in an academic environment
Cognitive stimulation and/or rehabilitation for children with dyslexia
59 years old
Last activity: 02/01/2016 | 4:09 min
Registration date: 01/01/2013
Total number of logins: 23
Auditory Short-term Memory
55 and Over
Darwin Science Institute
60 and Over
60 and Over
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DaVinci High School
12 years old | Right handed
DaVinci High School
Visual Short Term Memory
This educational tool directed at treating dyslexia in an academic environment is a professional resource created by learning disorder specialists and child neuropsychologists. It allows non-specialized teachers and educators to help with the intervention of dyslexia in the classroom.
- Accurately explore your students' cognitive functions: Incorporate a scientifically backed educational process that will help you objectively assess the students with cognitive deficits. CogniFit Dyslexia in the Classroom helps you recognize the difficulties associated with dyslexia more accurately.
- Preventing academic failure associated with dyslexia: Identifying possible risks is the foundation for overcoming learning disabilities. The best treatment for dyslexia and other learning disorders is an early diagnosis.
- Correct and redirect specific disabilities: Teachers can use clinical programs for the intervention of dyslexia at school. These exercises are inclusive and adapt to the unique characteristics of each student.
- Keeping track of students' improvements and progress: Complete report that allows teachers to accurately follow the student's cognitive results. This may help the professional to create a more individualized learning strategy for the student's specific needs, which is especially important for students with dyslexia.
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 introduce new educational technologies to help assess and find solutions for learning disabilities in the classroom.
Dyslexia assessment in the classroom:
Technology to assess and detect dyslexia at school:
Resources to help dyslexia at school:
Educational technology to help dyslexia in the classroom:
CogniFit Dyslexia 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 in the Classroom is a scientifically validated educational tool used by multiple schools and universities around the world. Studies have shown that:
- It improves working memory allows students to retain more information.
- It significantly increases correct words read per minute by 14.73%.
- Brain activity changes as a result of training: Working memory and ability to detect errors (24.71%)
- These results last up to six months after training, having an overall positive effect on the student's dyslexia.
Referencias: 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.