Developmental Dyslexia
Conditions
Brief summary
The main objective of the study is to evaluate the specific effect of the sub-components of the reading training program Rhythmic Reading Training (RRT) on reading speed and accuracy in a sample of Italian students with developmental dyslexia (DD). More precisely, in order to better understand the neuropsychological mechanisms involved in reading improvements following RRT, the specific contribution of the visual component of the training (presence of a visual cue) will be investigated in a study with between-groups design.
Interventions
BEHAVIORALRRT rhythm only
RRT is a child-friendly computerized reading training program designed for Italian students with DD aged 8-14 yrs. 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. In this condition, the RRT activities comprise only a rhythm accompaniment and no visual cue.
BEHAVIORALRRT rhythm + visual cue
RRT is a child-friendly computerized reading training program designed for Italian students with DD aged 8-14 yrs. 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. In this condition, the rhythmic accompaniment is synchronize with a visual cue (the verbal stimuli are highlighted using a red font in synchrony with the rhythm).
Sponsors
Fondazione I.R.C.C.S. Istituto Neurologico Carlo Besta
ASST Fatebenefratelli Sacco
Associazione La Nostra Famiglia, Como, Italy
Catholic University of the Sacred Heart
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
8 Years to 15 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 |
|---|---|---|
| Text reading accuracy - MT-3-Clinica Battery | 5 weeks | Text reading accuracy in n. of errors |
| Word reading speed - DDE-2 | 5 weeks | Word reading speed in syllable / second |
| Word reading accuracy - DDE-2 | 5 weeks | Word reading accuracy in n. of errors |
| Pseudo-word reading speed - DDE-2 | 5 weeks | Pseudo-word reading speed in syllable / second |
| Pseudo-word reading accuracy - DDE-2 | 5 weeks | Pseudo-word reading accuracy in n. of errors |
| Text reading speed - MT-3-Clinica Battery | 5 weeks | Text reading speed in syllable / second |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Digit span (Wechsler Intelligence Scale for Children-IV, WISC-IV) | 5 weeks | Forward and backward digit span |
| Rapid Automatized naming task - RAN (De Luca et al., 2005) | 5 weeks | RAN speed in seconds |
| Selective Auditory attention task - NEPSY-II | 5 weeks | N. of errors |
| Rhythm reproduction task | 5 weeks | n. of correctly reproduced rhythmic patterns |
| Phonemic awareness task (Judica et al., in press) | 5 weeks | N. of errors in phonemic blending + n. of errors in phonemic elision |
Countries
Italy
Contacts
Primary ContactAlice Cancer, PhD
Outcome results
None listed