Rhythm and Music to Rehabilitate Reading Disorders (ReMus)

December 11, 2014 updated by: Daniele Schon, Aix Marseille Université
The purpose of this study is to determine whether music training is an effective treatment of reading disorders

Study Overview

Status

Completed

Conditions

Intervention / Treatment

Detailed Description

Introduction: Children with dyslexia show deficits in temporal processing, both in language and in music. Musical activity increases phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development, a compelling evidence for a role of music training in fostering brain plasticity. Within this theoretical framework, we investigate the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia.

Methods: The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test

Study Type

Interventional

Enrollment (Actual)

48

Phase

  • Not Applicable

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

8 years to 11 years (Child)

Accepts Healthy Volunteers

No

Genders Eligible for Study

All

Description

Inclusion Criteria:

  • Italian native language
  • Reading performance (accuracy and/or speed) failed on at least two of three school grade standardized Italian tests: text, words, pseudowords (cut-offs: z-score <-1.8 standard deviations from the mean for speed scores, a score <5th percentile in the accuracy scores).
  • Hearing and neurological examination within normal range
  • Normal or corrected-to-normal visual acuity
  • General IQ >85 at Wechsler Intelligence Scale for Children III.

Exclusion Criteria:

  • Presence of comorbidity involving Attentional Deficit Disorders with Hyperactivity (ADHD)
  • Presence of comorbidity involving Specific Language Impairment (SLI)
  • Presence of comorbidity involving Oppositional Defiant Disorder (ODD)
  • Severe emotional-relational impairments
  • Previous formal musical or painting education for more than one year, other on-going treatment.
  • Presence of other diseases (i.e. diabetes , cystic fibrosis, asthma...) that could influence the performance in cognitive and executive functions.

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: Treatment
  • Allocation: Randomized
  • Interventional Model: Parallel Assignment
  • Masking: None (Open Label)

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
Experimental: Music training
twice a week one hour for 30 weeks, music training
Behavioral: Music training
This program was based on the Kodaly and Orff pedagogy and adapted to focus on rhythm and temporal processing.
Active Comparator: Visual arts
twice a week one hour for 30 weeks, visual arts training
Behavioral: Visual arts
This program emphasized visual-spatial and hand skills as well as creativity.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Pseudoword reading test
Time Frame: six months
The primary outcome variable was the performance in the pseudoword reading test measured in terms of accuracy (percentile of number of errors).
six months

Secondary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Reading text
Time Frame: six months
Reading a short standardized text, measured in terms of accuracy (percentile of number of errors) and speed (z score of reading syll/sec or time).
six months
Phonological awareness
Time Frame: six months
Phonemic blending task. Children have to blend sounds into words (e.g. hearing [c]-[a]-[t] and produce [cat]). The number of correct items is the dependent variable.
six months
Word reading
Time Frame: six months
The ability to read aloud single words and pseudowords is measured on a standardized list of 102 Italian words
six months

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Aix Marseille Université

Collaborators

University of Roma La Sapienza
WHO Collaborating Centre for Maternal and Child Health, Trieste

Publications and helpful links

The person responsible for entering information about the study voluntarily provides these publications. These may be about anything related to the study.

General Publications

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start

September 1, 2011

Primary Completion (Actual)

June 1, 2013

Study Completion (Actual)

December 1, 2013

Study Registration Dates

First Submitted

December 9, 2014

First Submitted That Met QC Criteria

December 11, 2014

First Posted (Estimate)

December 15, 2014

Study Record Updates

Last Update Posted (Estimate)

December 15, 2014

Last Update Submitted That Met QC Criteria

December 11, 2014

Last Verified

December 1, 2014

More Information

Terms related to this study

Keywords

Additional Relevant MeSH Terms

Other Study ID Numbers

  • ReMus R-11-85

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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