Neural Mechanisms of Successful Intervention in Children With Dyslexia

Stanford University

Status: Completed

Conditions: Dyslexia, Developmental

Treatments: Behavioral: Lindamood-Bell Seeing Stars

Study type: Interventional

Funder types: Other; NIH

Identifiers

NCT04323488

52231

R01HD095861-01A1 (U.S. NIH Grant/Contract)

Details and patient eligibility

About

Dyslexia, an impairment in accurate or fluent word recognition, is the most common learning disability affecting roughly ten percent of children. This proposal capitalizes on cutting edge neuroimaging methods, in combination with reading education programs, to generate a new understanding of how successful reading education shapes the development of the brain circuits that support skilled reading. A deeper understanding of the mechanisms of successful remediation of dyslexia, and individual differences in learning, will pave the way for personalized approaches to dyslexia treatment.

Enrollment: 90 patients

Sex: All

Ages: 8 to 12 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Reading difficulties defined as low scores on standardized measures of reading skills

Exclusion criteria

• no major contraindication for MRI (braces, metal implants, pacemakers, vascular stents, or metallic ear tubes).
• Because the study involves measurements of reading and language ability, new recruits will be native English speakers.
• Subjects have no history of neurological disorder, significant psychiatric problems
• exclude claustrophobic subjects since an MRI might be uncomfortable for them.

Trial design

Primary purpose: Basic Science

Allocation: Non-Randomized

Interventional model: Single Group Assignment

Masking: None (Open label)

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90 participants in 2 patient groups

Lindamood-Bell Seeing Stars

Experimental group

Description:

Subjects receive reading instruction focusing on the building blocks of reading

Treatment:

Behavioral: Lindamood-Bell Seeing Stars

Control

No Intervention group

Description:

Subjects are followed longitudinally but do not receive intervention