Working Memory Training for Children With Dyslexia
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|ClinicalTrials.gov Identifier: NCT02429739|
Recruitment Status : Completed
First Posted : April 29, 2015
Last Update Posted : April 26, 2016
|Condition or disease||Intervention/treatment||Phase|
|Dyslexia||Behavioral: Working memory Training||Not Applicable|
Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills. It is characterized by difficulties with phonological processing, rapid naming, working memory, processing speed and the automatic development of skills that may not match up to an individual's other cognitive abilities. Phonological processing deficit is well established as one of the main causes of dyslexia. Working memory (WM) is today considered to be a cognitive system that strongly relates to a person's ability to think and learn. Over the last decade an increasing body of evidence indicates that WM deficits may cause particular problems for individuals with dyslexia. This is consistent with many of the every day problems reported by dyslexics and those around them. WM deficits are frequent in children with reading deficits. A major question is whether the WM impairment is secondary to phonological core deficit affecting the phonological loop only, or caused by an additional deficit involving central executive. Exploratory findings from fMRI studies indicates that impaired WM processes in dyslexia have a unique neuronal signature which may be associated with central executive processes. However there are conflicting findings and further studies are needed.
The children in the study, all diagnosed with dyslexia, will be divided into two subgroups (16/16 children). They are randomly allocated to either the adaptive training group or the treatment as usual control group after the baseline assessment. Both groups will meet for baseline testing and re-testing 4 weeks after completed training. Those that serve as non-trained controls will be offered to participate in training after completion of the study.
The intervention in this study aim to increase WM of children with dyslexia. We hypothesise that intensive computerized working memory training will improve reading fluency, speed and comprehension for children with dyslexia.
|Study Type :||Interventional (Clinical Trial)|
|Actual Enrollment :||32 participants|
|Intervention Model:||Parallel Assignment|
|Masking:||Single (Outcomes Assessor)|
|Official Title:||Computerized Working Memory Training for Children With Dyslexia|
|Study Start Date :||October 2014|
|Actual Primary Completion Date :||April 2016|
|Actual Study Completion Date :||April 2016|
Experimental: Working Memory Training
Behavioral: Cogmed RM working memory training. After baseline assessment participants will be randomized to active training or treatment as usual (waiting). The active group will start immediately and will have 6 weeks to perform the 25 training sessions.
Behavioral: Working memory Training
The child will use the computer program at home under parental supervision for 25 sessions, each lasting 30 - 45 minutes and the family has 6 weeks to complete the training. Each session consist 8 different tasks presented by an animated robot. The tasks all require the child to hold information in working memory and to manipulate the information.
Other name: Cogmed RoboMemo
No Intervention: Passive control group
The control group will receive "treatment as usual" (Ordinary school days, special education if normally received).
- Reading fluency, comprehension and speed [ Time Frame: Change from Baseline assessment to follow-up testing in 14 weeks ]LOGOS (http://www.logos-test.no) is a standardized Norwegian computerized test for reading processes. 6 subtest; reading fluency, reading comprehension, word recognition, phonological reading, orthographic reading, rapid naming of common objects
- Working Memory Capacity [ Time Frame: Change from Baseline assessment to follow-up testing in 14 week ]WISC-IV: The sum of letter-number sequences and Digit Span, WMS-III Spatial Span, Språk 6-16 (Standardized Norwegian Screening-test for Language Impairment (Ottem &frost, 2011)Subtest: Sentence memory
- Executive function [ Time Frame: Before and after training period of 5 weeks ]The ADHD Rating Scale-IV
To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT02429739
|Arendal, Aust-Agder, Norway, 4801|
|Principal Investigator:||Gro CC Lohaugen, Phd||Sorlandet Hospital HF|