Dyslexia
Conditions
Keywords
Dyslexia, Remediation, Visual attention span, Visual search
Brief summary
Dyslexia is first described as a phonological deficit. Several studies report a neurovisual deficit in dyslexics. Some dyslexics have a visual deficit without phonological impairment, others have a pure phonological deficit, and still others have both types of deficits. From this observation the idea emerged to propose specific remediation protocols for people with visual impairments and to assess their effects on reading. At the theoretical level, if visual stimulation is able to improve reading performance, it is the demonstration of the existence of visual origin of dyslexia. At the clinical level, such a result not only opens the prospect of a different and more adapted rehabilitation for these types of dyslexia, but also the prospect, if the visual deficits are pre-existing to the learning of reading, to use them for early diagnosis and management.
Interventions
BEHAVIORALvisual stimulation with I pad
At the beginning of the study, for baseline condition, children will do 4 tests (visuo-spatial perception test, visual attention span, visual research, phonology tests). In the first group of the study, the children will do visual research exercises on I pad 10 minutes per day during one month = remediation. They will also do 4 reading aloud tests, once a month, for 3 months. The remediation exercises will be realized during the first, second or third month.
BEHAVIORALvisual stimulation with lamp
At the beginning of the study, for baseline condition, children will do the 4 tests like group 1. In the second group of the study, the children will do reading aloud tests, with lamp adjusted with different parameters = remediation (passive visual stimulation of a specific frequency believed to promote visual processing of written symbols).
Sponsors
Hospices Civils de Lyon
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
8 Years to 12 Years
Healthy volunteers
No
Inclusion criteria
* Male or female * Aged 8 to 12 * Diagnosed dyslexics * Normal or corrected to normal vision * Legal guardians of children subjects providing their free, informed and written consent to participate in the study; With the child also giving orally his consent to participate.
Exclusion criteria
* other neurodevelopmental problem * strabismus, amblyopia For the glasses (group 2) : epileptic child are excluded
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| reading performance | for arm 1: at baseline at 1 month at 2 month at 3 month For arm 2: 4 times in the same day, 4 consecutive reading sessions with a break in-between of minimum 5 minutes | change in reading time |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| score of Elementary Visuo-Spatial Perception test | one time at baseline | comparisons of score of (lengths, sizes, angles and relative positions within and between objects). Minimum score = 36 and maximum (better) score = 72 |
| visual attention span | one time at baseline | number of letters identified in a single ocular fixation (200 ms) |
| Visual search time | one time at baseline | average visual search time of symbols versus colored objects |
| performance score on the phonology tests (EVALéo 6-15 = Evaluation of written language and oral language 6-15 years) | one time at baseline | metaphonology = removal of phonemes. Minimum score = 0 and maximum (better) score = 20 |
Countries
France
Outcome results
None listed