Developmental Dyslexia
Conditions
Keywords
Reading, Developmental Dyslexia, Music, Rhythm, transcranial electrical stimulation, transcranial direct current stimulation
Brief summary
The purpose of the study is to evaluate the effectiveness of the combination of Rhythmic Reading Training (RRT), a computer-assisted intervention method that combines sublexical reading exercises with rhythm processing, and transcranial direct current stimulation (tDCS) on reading abilities of a group of Italian undergraduate students with dyslexia. Two experimental conditions (active vs. sham) will be compared. Finally, the effects of the intervention on other cognitive functions involved in the process of reading (i.e., rapid automatized naming, verbal working memory, rhythm perception abilities) will be measured.
Interventions
BEHAVIORALRhythmic Reading Training
RRT is a computerized reading training program designed for Italian students with dyslexia. The main feature of this intervention is the integration of a traditional remediation approach (sublexical treatment) with rhythm processing. Therefore, all reading exercises are characterized by a rhythmic accompaniment with gradually increasing speed.
DEVICETranscranial direct current stimulation
tDCS (transcranial direct current stimulation) is a noninvasive weak-current brain stimulation technique that can facilitate (anodal electrode) or inhibit (cathodal electrode) cortical activity, thus offering exciting possibilities for the enhancement and treatment of impaired cognitive abilities.
Sponsors
Catholic University of the Sacred Heart
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Subject)
Masking description
Participants are prevented from having knowledge of which experimental condition (active or sham tDCS) they are assigned to.
Eligibility
Sex/Gender
ALL
Age
19 Years to 30 Years
Healthy volunteers
No
Inclusion criteria
* having been diagnosed with DD (ICD-10 code: F81.0) on the basis of standard inclusion and
Exclusion criteria
(ICD-10: World Health Organization, 1992) and of the diagnosis procedure followed in the Italian practice
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Pseudo-word reading accuracy expressed in number of errors | 2 weeks | The ability to read aloud lists of pseudo-words was assessed using the following Italian standardized tests: 'Assessment battery for Developmental Dyslexia and Dysorthography-2' (Batteria per la valutazione della dislessia e disortografia evolutiva - DDE-2), in which speed and accuracy scores were computed for pseudo-word reading (2 lists of 16 pseudo-words each with different lengths); 'Word and pseudo-word reading test' (WPRT, Prova di lettura di parole e non parole), in which speed and accuracy scores were computed for pseudo-words reading (2 lists of 30 pseudo-words varying for length: short vs. long). |
| Word reading speed expressed in syllables per seconds | 2 weeks | The ability to read aloud lists of words was assessed using the following Italian standardized tests: 'Assessment battery for Developmental Dyslexia and Dysorthography-2' (Batteria per la valutazione della dislessia e disortografia evolutiva - DDE-2), in which speed and accuracy scores were computed for word reading (4 lists of 28 words each with different lengths and frequency of use); 'Word and pseudo-word reading test' (WPRT, Prova di lettura di parole e non parole), in which speed and accuracy scores were computed for word reading (4 lists of 30 words varying according to length: short vs. long and frequency of use: low vs. high frequency). |
| Word reading accuracy expressed in number of errors | 2 weeks | The ability to read aloud lists of words was assessed using the following Italian standardized tests: 'Assessment battery for Developmental Dyslexia and Dysorthography-2' (Batteria per la valutazione della dislessia e disortografia evolutiva - DDE-2), in which speed and accuracy scores were computed for word reading (4 lists of 28 words each with different lengths and frequency of use); 'Word and pseudo-word reading test' (WPRT, Prova di lettura di parole e non parole), in which speed and accuracy scores were computed for word reading (4 lists of 30 words varying according to length: short vs. long and frequency of use: low vs. high frequency). |
| Pseudo-word reading speed expressed in syllables per seconds | 2 weeks | The ability to read aloud lists of pseudo-words was assessed using the following Italian standardized tests: 'Assessment battery for Developmental Dyslexia and Dysorthography-2' (Batteria per la valutazione della dislessia e disortografia evolutiva - DDE-2), in which speed and accuracy scores were computed for pseudo-word reading (2 lists of 16 pseudo-words each with different lengths); 'Word and pseudo-word reading test' (WPRT, Prova di lettura di parole e non parole), in which speed and accuracy scores were computed for pseudo-words reading (2 lists of 30 pseudo-words varying for length: short vs. long). |
| Text reading speed expressed in syllables per seconds | 2 weeks | The ability to read aloud a text was assessed using the Italian standardized test 'Prova di velocità di lettura di brani' (Zoccolotti, Fondazione S. Lucia), which provides speed and accuracy scores in reading aloud age-normed texts. |
| Text reading accuracy expressed in number of errors | 2 weeks | The ability to read aloud a text was assessed using the Italian standardized test 'Prova di velocità di lettura di brani' (Zoccolotti, Fondazione S. Lucia), which provides speed and accuracy scores in reading aloud age-normed texts. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Verbal Working Memory | 2 weeks | Onwards and backwards digit span |
| Rhythm Discrimination | 2 weeks | Rhythm discrimination task |
| Rapid Automatized Naming | 2 weeks | Rapid Automatized Naming of colours and figures |
Countries
Italy
Contacts
Primary ContactAlice Cancer, MD
Backup ContactAlessandro Antonietti, PhD
Outcome results
None listed