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Home > "U" Clinical Trials Conditions > Using fMRI to Evaluate Instructional Programs for Children With Developmental Dyslexia  Using fMRI to Evaluate Instructional Programs for Children With Developmental Dyslexia
Using fMRI to Evaluate Instructional Programs for Children With Developmental Dyslexia
For Condition: Developmental Dyslexia
Status: Recruiting
Sponsor(s): National Institute of Child Health and Human Development (NICHD) ,
Synopsis: Dyslexia is a common reading disorder. Specialized instructional programs can improve reading ability in children with dyslexia. This study will use functional magnetic resonance imaging (fMRI) to examine changes in the brains of children who have taken part in these programs.
Details: Reading is a uniquely human endeavor and failure to develop this skill can lead to serious educational and emotional consequences. Reading more slowly or less accurately, as is the case in developmental dyslexia, occurs in between 5% and 15% of individuals in the United States. Developmental dyslexia significantly interferes with academic achievement and with activities of daily living that require reading skills. Although dyslexia is considered a reading disorder, dyslexia's clinical signs are varied and include deficits in the sensory domain, abnormal phonological awareness, and problems in related linguistic skills. Phonological awareness training and visual perceptual training can improve reading ability in children with dyslexia. Recent functional imaging studies on sensory and language processing in dyslexia have demonstrated involvement of the posterior temporal and inferior parietal cortical systems of the brain. However, how these brain areas are changed as a result of dyslexia treatment has not been determined. This study will investigate the neurophysiologic changes before and after treatment in 11- to 14-year-old children immersed in Lindamood-Bell training utilizing either phonological (LiPS) or visual (Seeing Stars) strategies. These training programs have successful behavioral outcomes, but neurophysiologic changes have not been evaluated. The study will determine whether behavioral changes in reading skills result in physiological differences in the brain identifiable with functional brain imaging and whether initial physiological observations are indicative of the degree of success of the intervention. Participant will be randomized to receive either Lindamood-Bell training, a math intervention (active control), or no intervention (passive control). The intervention will last 6 weeks; children will have both pre- and post-intervention behavioral testing and fMRI scans.
Eligibility:
Study Type: Interventional, Educational/Counseling/Training, Randomized, Single Blind, Active Control, Factorial Assignment, Efficacy Study
Minimum Age/Maximum Age: 8 Years/12 Years
Genders: Both
Protocol Entry Criteria: Inclusion Criteria - Developmental dyslexia diagnosis - English speaking - Right-handed - General good health Exclusion Criteria - Metal implant, braces, or other device that prevents child from undergoing fMRI
Total Enrollment: 160
Location and Contact Information:
Overall Study Official:
GuinevereEden, Principal Investigator, Georgetown University
Georgetown University *Recruiting*
Washington D.C., District of Columbia, 20057
United States
Recruiting Guinevere Eden 202-687-6893
Additional Information:
Study ID Numbers: 5R01HD37890;
Study Start Date: June 2000
Record last reviewed: September 2003
Additional information available at: clinicaltrials.gov
Clinicaltrials.gov Reference link: NCT00068835
Other Developmental Dyslexia Studies:
1. Using fMRI to Evaluate Instructional Programs for Children With Developmental Dyslexia
Related Studies:
Other Developmental Dyslexia Clinical Trials
Other District of Columbia Clinical Trials
Other Washington D.C. Clinical Trials
Using fMRI to Evaluate Instructional Programs for Children With Developmental Dyslexia
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