The influence of transcranial electrostimulation on acoustic speech processing in children and adolescents with LRS

Children with a reading and writing disorder (also called dyslexia) usually read much slower than their classmates. They often read the written word letter by letter without understanding the content. When writing, letters are mixed up or omitted. This impairment persists despite intensive practice and is not due to a lower intelligence of the LRS children. Current studies assume that the majority of children with LRS have a less accurate perception of spoken syllables and sounds. This makes it more difficult to convert spoken language into written language and to learn spelling.

In a current study, we are trying to stimulate certain areas of the brain by means of transcranial electrostimulation, thereby improving the perception of spoken syllables and sounds. The effect of this stimulation is tested by means of electroencephalography (EEG). The positive effect of this stimulation has already been proven in a number of empirical studies for acoustic and visual processing as well as cognitive functions.

Duration: 01.01.2016-30.06.2018

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