Neural Mechanisms of Successful Intervention in Children With Dyslexia

Neural Mechanisms of Successful Intervention in Children With Dyslexia

Sponsors

Lead sponsor: Stanford University

Source Stanford University
Brief Summary

Dyslexia, an impairment in accurate or fluent word recognition, is the most common learning disability affecting roughly ten percent of children. This proposal capitalizes on cutting edge neuroimaging methods, in combination with reading education programs, to generate a new understanding of how successful reading education shapes the development of the brain circuits that support skilled reading. A deeper understanding of the mechanisms of successful remediation of dyslexia, and individual differences in learning, will pave the way for personalized approaches to dyslexia treatment.

Overall Status Recruiting
Start Date July 1, 2020
Completion Date June 30, 2024
Primary Completion Date June 30, 2024
Phase N/A
Study Type Interventional
Primary Outcome
Measure Time Frame
White matter plasticity Change between baseline (within 2 weeks pre-intervention) and post-intervention (within 2 weeks post-intervention)
White matter plasticity Change between baseline (within 2 weeks pre-intervention) and post-intervention (1 year follow-up)
Enrollment 40
Condition
Intervention

Intervention type: Behavioral

Intervention name: Lindamood-Bell Seeing Stars

Description: Seeing Stars in a curriculum developed by Lindamood-Bell. It is published and openly available. It involves systematic training in the building blocks of skilled reading.

Arm group label: Lindamood-Bell Seeing Stars

Eligibility

Criteria:

Inclusion Criteria:

- Reading difficulties defined as low scores on standardized measures of reading skills

Exclusion Criteria:

- no major contraindication for MRI (braces, metal implants, pacemakers, vascular stents, or metallic ear tubes).

- Because the study involves measurements of reading and language ability, new recruits will be native English speakers.

- Subjects have no history of neurological disorder, significant psychiatric problems

- exclude claustrophobic subjects since an MRI might be uncomfortable for them.

Gender: All

Minimum age: 8 Years

Maximum age: 11 Years

Healthy volunteers: Accepts Healthy Volunteers

Overall Contact

Last name: Jason D Yeatman, PhD

Phone: (650) 723-2109

Email: [email protected]

Location
facility status contact Stanford University Jason Yeatman, PhD 650-723-2109 [email protected]
Location Countries

United States

Verification Date

March 2020

Responsible Party

Responsible party type: Principal Investigator

Investigator affiliation: Stanford University

Investigator full name: Jason Yeatman

Investigator title: Assistant Professor

Has Expanded Access No
Condition Browse
Number Of Arms 1
Arm Group

Arm group label: Lindamood-Bell Seeing Stars

Arm group type: Experimental

Description: Subjects receive reading instruction focusing on the building blocks of reading

Patient Data Undecided
Study Design Info

Allocation: N/A

Intervention model: Single Group Assignment

Intervention model description: subjects are seen before and after receiving 8 weeks of reading instruction

Primary purpose: Basic Science

Masking: None (Open Label)

Source: ClinicalTrials.gov