Maturation of Auditory Processing in Children With Dyslexia Compared to Average-reading Children (ASTRAUCOLE)

Asymmetry, Auditory Processing and Reading Skills in Phonological Dyslexic Children Compared to Average-reading Children

The hypothesis of central auditory processing disorders has been advanced to explain the anomalies of the grapheme/phoneme combination in some dyslexia. These phonological disorders may be linked to abnormalities of the efferent (medial olivocochlear) system modulation and of cortical asymmetry. Indeed, the efferent system has an asymmetry in relation to handedness. Thus, in right-handed subject, it is predominant on the right side. In contrast, in the subject-handed dyslexic, the efferent system tends to be right-lateralized or non-lateralized. However, after an audio-visual training, normal lateralization can appear. This maturation of the efferent system lateralization during reading acquisition seems to have a particular profile in dyslexics with phonological disorder, especially if it is persistent. This finding allows to consider new prognostic evaluation and speech therapy rehabilitation in the dyslexic child.

Study Overview

• Status: Completed
• Conditions: Dyslexia
• Intervention / Treatment: Other: no intervention

• Study Type: Observational
• Enrollment (Actual): 161

Contacts and Locations

Study Locations

• France
  • Bron, France, 69500
    • Centre Hospitzlier Le Vinatier
  • Clermont-Ferrand, France, 63003
    • Service ORL CHU Montpied
  • Lyon, France
    • Service d'Audiologie et Explorations Orofaciales Centre de Référence des Troubles des Apprentissages

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 6 years to 11 years (CHILD)
• Accepts Healthy Volunteers: Yes
• Genders Eligible for Study: All

• Sampling Method: Non-Probability Sample

Study Population

For the dyslexic children: primary care clinic and speech therapists For the normal reading children : elementary schools of Lyon and Clermond-Ferrand and their suburbs

Description

Common inclusion criteria

• Native French speaker and french education
• No medical treatment for behavior or neurological disorders (as epilepsy)
• Normal or corrected vision
• Right-handed children (Edinburgh tets (Oldfield, 1971): >+50%)
• Normal ORL examination
• No hearing loss : hearing thresholds not above 15 dB between 250 and 4 000 Hz
• Presence of Otoacoustic Emissions (Total amplitude < 5 dB or SNR > 3dB for at least 3 frequency bands between 1 and 4 kHz)
• Normal level of intellectual development
• Regular school attendance

For the normal reading children

• Aged from 6 to less than 11
• Normal reading level

For the dyslexic children

• Aged from 8 to less than 11
• Diagnostic of dyslexia made by a complet check-up during the 6 last months before the inclusion

Exclusion Criteria

• Neurological or psychiatric disease incompatible with the testing procedure
• Ear disease during more than 6 months
• Normal reading children who have repeat a year
• Previous speech therapy for normal reading children
• Not corrected visual acuteness
• Schooling in a foreign language
• Foreign language spoken at home with both parents
• Known hearing deficit
• Invalid social security

Study Plan

How is the study designed?

Number of groups / cohorts

2

Cohorts and Interventions

Group / Cohort	Intervention / Treatment
Dyslexic children; Longitudinal follow-up without intervention	Other: no intervention
Normal reading children; Longitudinal follow-up without intervention	Other: no intervention

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Change of The Asymmetry Index of the efferent system at 2 years interval	The change of the Asymmetry Index of the efferent system The Asymmetry Index is the difference between the equivalent attenuation measured on the right ear and the left ear. Evoked otoacoustic emissions were recorded monaurally at five stimulus intensities ranging from 57 to 69 dB SPL in 3 dB steps, in random presentation order, with and without contralateral acoustic stimulation consisting of 30 dBSPL continuous broadband noise (speech-like noise) produced by an audiometer	Day 1 and then at least 2 years (± 4 weeks)

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Change in the level of reading skill	Behavioral measure	Day 1 and then at least 2 years (± 4 weeks)
Change in the percentage of correct answers obtained during a speech perception test in silence and noise.	Oral repetition of VCV	Day 1 and then at least 2 years (± 4 weeks)
Change in percentage of correctly repeated stimuli which have been heard in both ears (binaural integration with divided attention) or in one indicated ear (binaural separation with selective attention)	Presentation of different speech material to both ears simultaneously	Day 1 and then at least 2 years (± 4 weeks)

Collaborators and Investigators

• Sponsor: Hospices Civils de Lyon

Study record dates

Study Major Dates

• Study Start (ACTUAL): March 11, 2014
• Primary Completion (ACTUAL): July 3, 2019
• Study Completion (ACTUAL): July 3, 2019

Study Registration Dates

• First Submitted: December 9, 2014
• First Submitted That Met QC Criteria: January 19, 2015
• First Posted (ESTIMATE): January 26, 2015

Study Record Updates

• Last Update Posted (ACTUAL): July 18, 2019
• Last Update Submitted That Met QC Criteria: July 17, 2019
• Last Verified: July 1, 2019

More Information

Terms related to this study

• Keywords: Dyslexia, Medial olivocochlear system, Maturation, Auditory Processing
• Additional Relevant MeSH Terms: Mental Disorders; Nervous System Diseases; Neurologic Manifestations; Neurobehavioral Manifestations; Neurodevelopmental Disorders; Language Disorders; Communication Disorders; Learning Disabilities; Dyslexia
• Other Study ID Numbers: 2013-799