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Therapy for Reading Problems in Adults After Brain Injury

This study has been completed.
Information provided by:
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) Identifier:
First received: July 14, 2003
Last updated: August 13, 2014
Last verified: April 2014
Adults who sustain brain damage due to stroke, head injury, or traumatic surgery may develop difficulty reading. This study examines the effectiveness of behavior-based programs to improve reading ability in these individuals.

Condition Intervention
Dyslexia, Acquired Brain Injuries Cerebrovascular Accident Behavioral: Cognitive Therapy to Improve Reading

Study Type: Interventional
Study Design: Allocation: Non-Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)
Primary Purpose: Treatment
Official Title: Cognitively-based Treatments of Acquired Dyslexias

Further study details as provided by Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD):

Primary Outcome Measures:
  • Improved accuracy and/or speed of reading individual words aloud.

Secondary Outcome Measures:
  • Improved accuracy and/or speed of reading text aloud.

Estimated Enrollment: 58
Study Start Date: August 2002
Study Completion Date: July 2007
Primary Completion Date: July 2007 (Final data collection date for primary outcome measure)
Detailed Description:

Acquired disorders of reading (acquired dyslexia) are common in patients with aphasia subsequent to left hemisphere stroke. Even when language functions recover sufficiently to enable the patient to return to work, continuing dyslexia often interferes significantly with job performance. This study will evaluate cognitive therapies for the treatment of acquired dyslexia.

Each therapy is based upon a cognitive neuropsychological model of reading; the therapies target specific types of reading deficit and stem from the question of re-learning versus re-organization of function. The therapies focus on dyslexic disorders stemming from the following underlying deficits: 1) impaired access to the orthographic word form from the visual modality (pure alexia); 2) impaired orthographic/phonologic connections (phonologic/deep dyslexia); and 3) decreased ability to hold phonologic codes in memory (phonologic text alexia).

Participants in this study will undergo a comprehensive and detailed battery of reading and reading-related tests to determine the underlying impairment causing the reading deficit. Based upon the results of these tests, the patient's dyslexic disorder will be characterized and, if appropriate, the patient will be assigned to one of the treatment programs devised specifically for that type of deficit. Treatment programs are evaluated for efficacy by comparing the accuracy and speed of reading pre- and post-treatment.


Ages Eligible for Study:   18 Years and older   (Adult, Senior)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   No

Inclusion Criteria

  • Reading deficit subsequent to stroke, traumatic brain injury, brain surgery, or other brain damage
  • Ability to attend 2-3 sessions per week for several months at Georgetown University in Washington, DC

Exclusion Criteria

  • History of developmental dyslexia or learning disabilities
  • Best corrected vision less than 20/40
  • Less than 10 years of formal education
  • Significant memory or comprehension problems
  Contacts and Locations
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the Contacts provided below. For general information, see Learn About Clinical Studies.

Please refer to this study by its identifier: NCT00064805

United States, District of Columbia
Georgetown University Medical Center
Washington, District of Columbia, United States, 20057
Sponsors and Collaborators
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Principal Investigator: Rhonda B. Friedman, Ph.D. Georgetown University Medical School
  More Information

Additional Information:
Publications: Identifier: NCT00064805     History of Changes
Other Study ID Numbers: R01HD036019 ( U.S. NIH Grant/Contract )
Study First Received: July 14, 2003
Last Updated: August 13, 2014

Keywords provided by Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD):
Cognitive therapy
Aphasia therapy
Acquired dyslexia
Phonological deficits
Orthographic deficits
Brain disorders
Brain injury

Additional relevant MeSH terms:
Wounds and Injuries
Brain Injuries
Dyslexia, Acquired
Brain Diseases
Central Nervous System Diseases
Nervous System Diseases
Craniocerebral Trauma
Trauma, Nervous System
Cerebrovascular Disorders
Vascular Diseases
Cardiovascular Diseases
Language Disorders
Communication Disorders
Neurobehavioral Manifestations
Neurologic Manifestations
Learning Disorders
Signs and Symptoms
Neurodevelopmental Disorders
Mental Disorders
Neurocognitive Disorders processed this record on September 18, 2017