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Child reading a book - neurofeedback for dyslexia and learning disabilities in Athens

Dyslexia

Dyslexia is a specific learning disability characterized by persistent difficulties in reading words and/or spelling, which involve accuracy, speed, or both.

 

The difficulties manifest themselves to varying degrees in each individual, persist despite appropriate teaching, and do not reflect their level of intelligence.

The functional image may include:

  • Difficulty reading words accurately or fluently

  • Slow & laborious reading pace

  • Difficulty decoding new or unfamiliar words

  • Persistent spelling difficulties

  • Increased effort or fatigue when reading

  • Secondary difficulties in text comprehension or written expression

 

The picture is not the same for everyone & can vary depending on age, educational requirements & the strategies the individual has developed. To form an overall picture, the evolution of the difficulties, the teaching provided & their impact on learning functionality are taken into account.

The contribution of qEEG Brain Mapping & EEG Neurofeedback

qEEG Brain Mapping is not a stand-alone diagnostic tool for dyslexia, it does not confirm or rule out the diagnosis & does not determine the cause of reading or spelling difficulties. Diagnosis is based on a specialized assessment of reading, language & learning skills, combined with the individual's developmental & educational history.

 

qEEG Brain Mapping records & analyzes the electrical activity of the brain, providing data on its function, which is taken into account with the history & overall picture of each individual.

 

During EEG Neurofeedback, the brain receives real-time visual & auditory feedback, which changes depending on its electrical activity. Its application does not focus on dyslexia per se & does not constitute a direct intervention for reading, decoding or spelling. Since the overall assessment reveals distinct functional difficulties for which its application is deemed appropriate, the program is designed individually, based on the qEEG Brain Mapping data, the history & the functional profile of each individual.

 

EEG Neurofeedback can be integrated into a broader support framework and does not replace specialized learning assessment or appropriate educational interventions for reading & spelling.

With the aim of:

  • Supporting self- regulation during the learning process

  • Strengthening mental endurance in activities that require reading & written processing

  • Strengthening the ability to regulate intensity during the learning process

  • Supporting daily learning functionality

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