## 4 Discussion and Conclusions
In line with this, according to [PERSON] [2], visual attention and auditory-visual integration anomalies in dyslexia [49] would stem from difficulties in forming an internal representation of rhythmic timing and would be mostly explained by the impaired rhythmic auditory entrainment. Moreover, dyslexia has been associated with deficits in multisensory integration and cross-modal learning [50]. A recent study on individuals with dyslexia confirmed impairments in audio-visual speech integration and demonstrated lack of cross-modal enhancement, which has been ascribed to dysfunctions in superior temporal regions [51]. Other training interventions for dyslexia involving visual processing only, without any linguistic component, were previously studied [52; 53; 54]. More precisely, training children with dyslexia using action videogames (AVG), without any concomitant phonological training, was found to significantly improve reading scores in Italian children with dyslexia [52; 53] through improved visuospatial attention capabilities. Although attentional shifting is also supported by the Visual cue of RRT through visual anticipation, in RRT the visual guide is based on a predictable rhythmic base. Therefore, it differs from AVG training based on attention shifting, in which the target appears in random locations on the screen at randomized time-intervals. These features make it difficult to specifically compare the AVG and the RRT Visual cue modality results. However, in a previous study the effects of the RRT traditional version (which included a non-controlled use of the visual cue) was compared to those of the AVG training combined with a linguistic tachistoscopic intervention [25]. Findings from this study revealed comparable overall results on reading performance, although different cognitive mechanisms were found to support the outcomes in the two types of training, namely, phonological awareness for RRT and rapid automatized naming for AVG and tachistoscopic training. A potential methodological limitation of the present study is the increased probability of incorrectly rejecting the null hypotheses (Type I error) due to multiple hypotheses being tested simultaneously. Nevertheless, the probability of a type I error cannot be decreased without increasing that of a type II error, such that real differences may not be detected. Although we opted against the application of \(p\)-value adjustments, tests were carried out with pre-planned hypotheses and convergent measures for reading skills were used. Therefore, the reported results can be considered sufficiently reliable. Overall, RRT efficacy in improving reading skills, producing both immediate and medium-term effect, was confirmed by the present study. Narrative experiential reports from the clinical practitioners who administered RRT revealed that the absence of a visual cue enhanced children's engagement by making the synchronized reading task more challenging, and thus supporting motivation. On the other hand, children's comments during training suggested that the visual cue was particularly useful to reinforce the auditory modality. To further the understanding of the perceived utility of RRT settings by children and practitioners, future studies should include self-report measures of effectiveness and usability collected from RRT users. The following supporting information can be downloaded at: [[https://www.mdpi.com/article/10.3390/app12073360/s1](https://www.mdpi.com/article/10.3390/app12073360/s1)]([https://www.mdpi.com/article/10.3390/app12073360/s1](https://www.mdpi.com/article/10.3390/app12073360/s1)), Table S1: Descriptive statistics of pre, post and follow-up scores for all outcome measures. Conceptualization, A.C., E.G., A.A. and D.S. ; Data curation, A.C. and M.D.S. ; Formal analysis, A.C.; Investigation, M.D.S., E.G. and D.S. ; Methodology, A.C. and D.S. ; Project administration, E.G., A.A. and D.S. ; Supervision, E.G., A.A. and D.S. ; Writing--Original draft, A.C. and M.D.S. ; Writing--Review and editing, A.C., M.D.S., A.A., L.A. and D.S.