Ignite Creation Date:
2024-05-05 @ 11:31 AM
Last Modification Date:
2024-10-26 @ 9:09 AM
Study NCT ID:
NCT00068835
Status:
UNKNOWN
Last Update Posted:
2005-06-24
First Post:
2003-09-10
Brief Title:
Using fMRI to Evaluate Instructional Programs for Children With Developmental Dyslexia
Sponsor:
Eunice Kennedy Shriver National Institute of Child Health and Human Development NICHD
Organization:
Eunice Kennedy Shriver National Institute of Child Health and Human Development NICHD
Study Overview
Official Title:
Remediation in Developmental Dyslexia
Status:
UNKNOWN
Status Verified Date:
2004-11
Last Known Status:
ACTIVE_NOT_RECRUITING
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
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
Detailed Description:
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 dyslexias 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
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
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None