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Working Memory Training for Children With Dyslexia

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details. Identifier: NCT02429739
Recruitment Status : Completed
First Posted : April 29, 2015
Last Update Posted : April 26, 2016
Information provided by (Responsible Party):
Sorlandet Hospital HF

Brief Summary:
The main aim of this interventional study is to investigate whether the effects of computerized working memory training improves reading abilities for children, i.e. ages 9 - 16 years, diagnosed with dyslexia.

Condition or disease Intervention/treatment Phase
Dyslexia Behavioral: Working memory Training Not Applicable

Detailed Description:

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.

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Study Type : Interventional  (Clinical Trial)
Actual Enrollment : 32 participants
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single (Outcomes Assessor)
Primary Purpose: Treatment
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

Resource links provided by the National Library of Medicine

MedlinePlus related topics: Memory

Arm Intervention/treatment
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).

Primary Outcome Measures :
  1. Reading fluency, comprehension and speed [ Time Frame: Change from Baseline assessment to follow-up testing in 14 weeks ]
    LOGOS ( 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

Secondary Outcome Measures :
  1. 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

Other Outcome Measures:
  1. Executive function [ Time Frame: Before and after training period of 5 weeks ]
    The ADHD Rating Scale-IV

Information from the National Library of Medicine

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, Learn About Clinical Studies.

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Ages Eligible for Study:   9 Years to 16 Years   (Child)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   No

Inclusion Criteria:

  • Dyslexia

Exclusion Criteria:

  • Mental retardation (IQ below 70)

Information from the National Library of Medicine

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 identifier (NCT number): NCT02429739

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Sorlandet Hospital
Arendal, Aust-Agder, Norway, 4801
Sponsors and Collaborators
Sorlandet Hospital HF
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Principal Investigator: Gro CC Lohaugen, Phd Sorlandet Hospital HF

Additional Information:
Publications of Results:
Alloway, T. P. a nd Gathercole, S.E. Red.(2006) Working Memory an Neurodevelopmental Disorders Hove, UK Psychology Press
Cogmed Working Memory Training (2012) Pearson
Hulme, C & Snowling, M.J.(2009) Developmental Disorders and Language Learning and Cognition, Chichester, WS.: Wiley - Blackwell
Høien, T (2012) LOGOS; Teoribasert diagnostisering av lesevansker, Logometrica
Ottem, E og Frost, J (2010) Språk 6-16 Screeningtest, Statped, Bredtvet kompetansesenter
Swanson, H.L. (2006). Working memory and reading disabilities. I Alloway, T. & Gathercole, S (Red), Working Memory and Neurodevelopmental Disorders. (s. 59 - 88 9, Hove (UK): Psychology Press

Other Publications:
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Responsible Party: Sorlandet Hospital HF Identifier: NCT02429739     History of Changes
Other Study ID Numbers: Sorlandet Hospital 2014/1057
First Posted: April 29, 2015    Key Record Dates
Last Update Posted: April 26, 2016
Last Verified: April 2016
Keywords provided by Sorlandet Hospital HF:
Working Memory Training, computerized
Reading fluency
Reading comprehension
Additional relevant MeSH terms:
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Language Disorders
Communication Disorders
Neurobehavioral Manifestations
Neurologic Manifestations
Nervous System Diseases
Learning Disorders
Signs and Symptoms
Neurodevelopmental Disorders
Mental Disorders