Reading Disorder
Conditions
Keywords
reading disorders, music intervention, rhythmic stimulations, phonological processing, Event-Related Brain Potentials
Brief summary
With this study, we wish to test how effective/ beneficial music activities can be for children with dyslexia.
Detailed description
Studies have shown that music in the form of training (i.e., intervention) is able to facilitate linguistic processes (e.g., phonological encoding/decoding, categorical perception) and cognitive functions (e.g., working memory) in children that have dyslexia or reading difficulties. In addition to this, music trainings with a focus on entrainment can improve phonological as well as reading skills. In line with the above, we have designed and developed a music training programme. This programme, which is called RitMoZ Training (i.e., from Ritmus és Mozgás és Zene: meaning Rhythm and Movement and Music in Hungarian language), is designed for (Hungarian) children who have dyslexia or reading difficulties. In order to assess the efficacy of the music training, we are going to conduct a randomized controlled trial which consists of a pre-training phase, a training phase and a post-training phase.
Interventions
BEHAVIORALMusic Training (RitMoZ Training)
This training is inspired by intervention concepts followed in SUVAG Polyclinic in Zagreb, Croatia and Kodaly pedagogy in Hungary. RitMoZ Training programme consists of 6 main activities: matching activity, nursery rhymes, rhythmic stimulations, music shapes, music writing and music reading. The training focuses on the perceptual overlap between language and music, embodiment and entrainment. The aim of the training is to improve characteristic features of reading disorders such as phonological awareness, perception of rhythm, phonological working memory and perception of speech sounds.
BEHAVIORALSpelling Training
This training consists of activities which focus on practicing spelling words in a computer task; the aim is to train orthographic processing which is suggested to improve phonological awareness and phonological working memory.
Sponsors
University of Rijeka
Research Centre for Natural Sciences
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
8 Years to 12 Years
Healthy volunteers
Yes
Inclusion criteria
* diagnosis of reading disorder * Hungarian as native language
Exclusion criteria
* comorbidities (e.g., Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD)) * sensory impairment (e.g., hearing loss, low vision) * cognitive impairment (e.g., panic disorder, low IQ)
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Reading test | 4 minutes | For the assessment of the ability to read aloud series of high frequency words, low frequency words and pseudowords, is applied from the shortened 3DM-H (Differential Diagnostics of Dyslexia Maastricht - Hungarian adaptation). With this test, reading speed, fluency and accuracy and pseudoword accuracy are measured. |
| Spelling test | 4-7 minutes | For the assessment of spelling, the present subtest is applied from the shortened version of the 3DM-H. Both spelling accuracy and reaction time are measured. |
| Phoneme deletion test | 3-7 minutes | For the assessment of phoneme deletion, the present subtest is applied from the shortened version of the 3DM-H. Both accuracy and reaction time are measured. |
| Letter-sound identification test | 2-3 minutes | For the assessment of letter-sound identification, the present subtest is applied from the shortened version of the 3DM-H. Both accuracy and reaction time are measured. |
| Letter-sound discrimination test | 2 - 4 minutes | For the assessment of letter-sound discrimination, the present subtest is applied from the shortened version of the 3DM-H. Both accuracy and reaction time are measured. |
| Rapid Automatized Naming (RAN) test | 3-5 minutes | To assess rapid naming of letters, digits and objects, the present subtest is applied from the shortened version of the 3DM-H. Here, the processing speed is measured. |
| Choice reaction time test | 1 - 2 minutes | The present subtest is applied from the shortened version of the 3DM-H; here, the reaction time is measured. |
| Lexical decision task | 12- 15 minutes | To assess lexical decision, the present test is applied. Here, accuracy is measured. |
| Auditory discrimination of acoustic and phonetic alteration of pseudowords | 20 minutes | This is an Event-Related Potentials (ERPs) task where a speech multifeature paradigm is applied. In the current task, the amplitudes of the Mismatch Negativity (MMN) responses - which are elicited in certain time windows - are measured in every condition. |
Countries
Hungary
Outcome results
None listed