Prediction and Intervention in Developmental Dyslexia (LEXI)

University of Zurich (UZH)

Status: Unknown

Conditions: Developmental Dyslexia

Treatments: Other: Computerized reading training

Study type: Interventional

Funder types: Other

Identifiers

NCT02217696

32003B_141201/1 (Other Grant/Funding Number)

LEXI SNF32003B_141201/1

Details and patient eligibility

About

The long-term goal of this study is to improve prediction of poor reading outcome at preschool age by using a combination of behavioural and neuroimaging measures and to evaluate a specific computerized training program to support children with problems during reading acquisition.

Enrollment: 110 estimated patients

Sex: All

Ages: 5 to 9 years old

Volunteers: Accepts Healthy Volunteers

Inclusion and exclusion criteria

Inclusion Criteria for all groups:

• Healthy, native (CH-) German speaking subjects, with an estimated non-verbal intelligence quotient (IQ) >=80, without neurological and/or psychiatric disorder (except for attention deficit hyperactivity disorder, specific learning disorders, developmental language impairments)
• Additional criteria for subgroups:
• Recruitment of preschoolers (aged 5.5-7.5 years):
• Healthy children with increased risk for developmental dyslexia in their second year at kindergarten
• Recruitment of children in first grade (aged 6.5-8.5years):
• Children showing impairments in learning to read (first/second grade).
• Adults (aged 20-40 years):
• Healthy, normal reading

Exclusion Criteria for all groups:

• MRI contraindications
• No history of premature delivery and/or maternal reports of severe prenatal, perinatal or postnatal complications.

Trial design

Primary purpose: Basic Science

Allocation: Randomized

Interventional model: Crossover Assignment

Masking: Single Blind

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110 participants in 2 patient groups

Computerized reading training first

Experimental group

Description:

Cross-over design: group first receives the intervention

Treatment:

Other: Computerized reading training

Waiting Control First

Experimental group

Description:

Cross-over design: group first serves as waiting control

Treatment:

Other: Computerized reading training