Reading disabilities, dyslexia
Conditions
Interventions
The intervention tested in this study is a cognitive, (serious) game-based intervention focused on the training of letter-speech sound associations. The goal of the intervention is to improve reading
Sponsors
Rudolf Berlin Center, Amsterdam, the Netherlands
Eligibility
Inclusion criteria
Inclusion criteria: Inclusion Criteria for children with reading disabilities (grade 2) I. Suffering from specific and persistent problems with reading at school II. Percentile score ≤ 25% on a standard reading test (Drie-minuten-test (DMT; three-minute-test) III. In grade 2 of primary education IV. Native Dutch speaker Inclusion Criteria for children at risk for reading disabilities (grade 1) I. Percentile score ≤ 25% on a letter knowledge test (Screeningsinstrument Beginnende Geletterdheid, CITO, 2009) II. In grade 1 of primary education III. Native Dutch speaker
Exclusion criteria
Exclusion criteria: Exclusion Criteria (for all participants) I. Diagnosis of AD(H)D, autism spectrum disorder, (specific) language impairment II. Neurological impairment III. General cognitive impairment IV. Uncorrected sight problems V. Significant bilateral hearing loss
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| The primary outcome of this study is Word Reading Fluency, as measured by: 3DM Word Reading Fluency Test (Blomert & Vaessen, 2009). | — |
Secondary
| Measure | Time frame |
|---|---|
| (1) Word Reading Accuracy as measured by the 3DM Word Reading Accuracy Test (Blomert & Vaessen, 2009) (2) Letter-speech sound integration, as measured by the Letter-Speech Sound Association Test (LKAT; Van der Kluft & Vercouteren, 2016); only for grade 2 subjects. (3) Letter knowledge, as measured by the Letter Naming task (Smits, 2002); only for grade 1 subjects. | — |
Contacts
Public ContactJurgen Tijms
Rudolf Berlin Center, University of Amsterdam
Outcome results
None listed