Tomatis Effect Research: Dyslexia
This page summarises various research that has been undertaken by Tomatis and his successors in regards to treating dyslexia. See also the research conducted on the Tomatis effect and learning abilities.
In conducting a review of research on the use of Tomatis audio-psycho-phonology in the treatment of dyslexia, Professor Howard A. Stutt of McGill University concluded that "the Tomatis APP approach to the treatment of certain problems of some children with learning disabilities seems to produce benefits beyond what could be expected by maturation or remedial education alone... Further, the APP approach can be properly considered as the treatment of preference in selected cases."
Stutt, H. (1983). The Tomatis Method: A review of current research. McGill University: Canada.
Roy and Roy
Roy and Roy completed their PhD theses by each studying the same group of five dyslexic boys over a period of 14 months who received remedial training via a Tomatis listening program. No control group was used.
J.N. Roy studied the children's cognitive control and spontaneous speech functioning, using a test which measures focal attention, field articulation, leveling-sharpening and equivalence range. Four of the 5 boys were considered to have benefited from the program using these measures. He concluded that the remediation of audiovocal control using Tomatis treatment improves certain skills necessary to be able to read at an academic level.
R.T. Roy examined changes in the boys' perceptual processing and academic achievement. He found significant gains, though only 1 of the 5 exhibited a significant change in the WISC-R Full Scale IQ.
Roy, J.N. (1980). Cognitive control, functioning and spontaneous speech: Intensive case-studies of AudioPsycho-Phonological remedial training with five dyslexic boys. Unpublished doctoral dissertation, University of Ottawa: Ottawa.
Roy, R.T. (1980). Perceptual processing abilities and academic skills: Intensive case-studies of Audio-Psycho-Phonological remedial training with five dyslexic boys. Unpublished doctoral dessertation, University of Ottawa: Ottawa.