Eduball as a method of brain training for lower performing students with dyslexia: A one-year experiment in natural settings


Authors: Ireneusz Cichy, Agnieszka Kruszwicka, Agnieszka Krysman, Tomasz Przybyla, Weronika Rochatka, Elzbieta Szala, Sara Wawrzyniak, Michal Bronikowski, Michal Klichowski, and Andrzej Rokita
Page Range: 335-351
Published in: International Journal on Disability and Human Development, Volume 21 Issue 4
ISSN: 2191-1231

Table of Contents


Working with dyslexic children, particularly with lower performing ones, is a huge challenge for educators. Moreover, there is still a lack of effective and innovative methods of teaching this group of students. Here we investigate whether Eduball-based brain training stimulate reading and writing skills among students with dyslexia. Since our previous studies showed that integrating learning with physical activity (PA) by using educational balls with printed letters, numbers and other signs (i.e., Eduballs) is beneficial to healthy children, we hypothesize that this is also the case for children with reading disorder. Two groups of third-grade students of therapeutic primary school participated in our experiment: dyslexics with lower performance in reading and writing (experimental class) and higher performing ones (control class). The PA classes in the experimental group were based on Eduball-method. The control group followed a regular PA program. After one year, Eduball-group caught up with their better performing peers in terms of writing and reading skills. Therefore, our results demonstrate that Eduball is not only a method for regular learners, but also a promising form of brain training for lower performing dyslexic children. Combining Eduball-strategy with neurofeedback or non-invasive brain stimulation techniques may bring further therapeutic benefits.

Keywords: Brain stimulation; child development; educational balls; learning problems; motor skills; primary education; reading skills; writing skills

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