Engage: mindful attention training to improve attention and reading abilities in children with language-based learning differences

Improving attention and reading abilities in youth with language-based learning differences through mindful attention training

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN10276661

Enrollment

Registered

2021-07-27

Start date

2021-01-04

Completion date

Unknown

Last updated

2021-08-24

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Language-based learning differences Mental and Behavioural Disorders Developmental disorder of scholastic skills

Interventions

This study employs a randomised crossover design with two groups (Groups 1 and 2) who are assessed at 3 timepoints over the school semester (T1, T2, and T3). Students are cluster randomized into Group

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 7th and 8th-grade students at the Chartwell School in Seaside CA

Exclusion criteria

Exclusion criteria: Does not meet inclusion criteria

Design outcomes

Primary

Measure	Time frame
Attention measured using computer-based visual continuous performance tasks (CPTs) at baseline, 7, and 14 weeks	—

Secondary

Measure	Time frame
1. Reading ability measured using the following at baseline, 7, and 14 weeks: 1.1. Computerized test of reading fluency 1.2. Sub-test from the Woodcock-Johnson (WCJ) battery 1.3. Sub-test from the Test of Word Reading Efficiency (TOWRE) 1.4. Sub-test from the Kaufman Test of Educational Achievement (KTEA) 2. Delay discounting and impulsivity measured using a computerized delay discounting test at baseline, 7, and 14 weeks 3. Aspects of cognitive control measured using the computerized Adaptive Cognitive Evaluation (ACE) battery at baseline, 7, and 14 weeks Exploratory outcome measures: 1. Working memory abilities measured using the WISC forward and backward digit span at baseline, 7, and 14 weeks 2. Math ability measured using a computerized test of math fluency at baseline, 7, and 14 weeks 3. Self-reported behaviors measured at baseline, 7, and 14 weeks: 3.1. Attention measured by student self-report using the Mindful Attention Awareness scale (MAAS) 3.2. Mental health measured by student self-report using the Warwick-Edinburgh Mental Wellbeing Scale 3.3. Sleep quality measured by student self-report using the Insomnia Severity Index (ISI)	—

Measure

Time frame

1. Reading ability measured using the following at baseline, 7, and 14 weeks: 1.1. Computerized test of reading fluency 1.2. Sub-test from the Woodcock-Johnson (WCJ) battery 1.3. Sub-test from the Test of Word Reading Efficiency (TOWRE) 1.4. Sub-test from the Kaufman Test of Educational Achievement (KTEA) 2. Delay discounting and impulsivity measured using a computerized delay discounting test at baseline, 7, and 14 weeks 3. Aspects of cognitive control measured using the computerized Adaptive Cognitive Evaluation (ACE) battery at baseline, 7, and 14 weeks Exploratory outcome measures: 1. Working memory abilities measured using the WISC forward and backward digit span at baseline, 7, and 14 weeks 2. Math ability measured using a computerized test of math fluency at baseline, 7, and 14 weeks 3. Self-reported behaviors measured at baseline, 7, and 14 weeks: 3.1. Attention measured by student self-report using the Mindful Attention Awareness scale (MAAS) 3.2. Mental health measured by student self-report using the Warwick-Edinburgh Mental Wellbeing Scale 3.3. Sleep quality measured by student self-report using the Insomnia Severity Index (ISI)

—

Countries

United States of America

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026