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Anpassning av visuella karaktärer och text-till-tal (TTS) för att stödja lärande hos elever med läsvårigheter

3 november 2026 uppdaterad av: IRCCS Eugenio Medea

Effektiviteten av personaliseringen av visuella parametrar och text-till-tal för att förbättra läshastigheten, noggrannheten och förståelsen hos elever med inlärningsstörningar

Previous research has shown the importance of font type, size and spacing to facilitate text reading in dyslexia. A special automatized procedure was designed to select the most favorable parameters for both text visualization and text-to-speech (TTS) conversion to be used by students with reading difficulties. The validation of its outcomes will be carried out through a systematic comparison of the use of the personalized versus standard fonts and voices in reading and writing tests.

Studieöversikt

Status

Rekrytering

Betingelser

Intervention / Behandling

Detaljerad beskrivning

Seleggo is a free compensatory tool for dyslexic students. It is an online platform where school textbooks are transcribed and visualized on the screen in portable format (PDF) versions, characterized by special attention to graphical features and readability, and can be listened to via TTS technology. Special functions such as karaoke modality, conceptual maps building software, summary creation, verbal and visual definition search and the possibility to record and retrieve one's own notes and sketches are also provided. Each student with Specific learning Disorder (SLD) has a personal library and can choose the parameters for text visualization to facilitate reading, modifying the display of the text, choosing font, size and spacing, as well as TTS parameters, such as speed and pitch.

The availability of many options for text visualization and TTS, however, can be advantageous only as far as the students are able to choose and use parameters that objectively facilitate their reading and comprehension. Since the analysis of the literature suggests that subjective choices may be misleading and that general recommendations may not fit the individual's needs, we decided to build an automatized, as objective as possible procedure to help the students find the combination of parameters that is most likely to facilitate them in reading and studying. This procedure, composed by an initial, gross-grained subjective procedure and followed by a thorough, systematic analysis of reading and comprehension performance, was named "Seleggo test" to match the compensatory tool it was meant to complement.

The present study aims to assess the actual advantage of personalized parameter selection through the "Seleggo Test" procedure in supporting reading compared to the use of standard parameters. The working hypothesis is that children with reading disorders would benefit from personalized text features and TTS.

The recruitment of participants will take place in schools. It is foreseen that 30 participants are recruited for each of the three groups: typically Developing children (TD), Developmental Dyslexia (DD) and Special Educational Needs (SEN) - with reading difficulties).

Additional children will be recruited form patients with DD at Scientific Institute (IRCCS) E. Medea, if necessary to reach the expected number. Children will attend the third grade of primary school to the third grade of middle school (7 to 15 years old).

Studietyp

Interventionell

Inskrivning (Beräknad)

200

Fas

  • Inte tillämpbar

Kontakter och platser

Det här avsnittet innehåller kontaktuppgifter för dem som genomför studien och information om var denna studie genomförs.

Studiekontakt

Studieorter

Deltagandekriterier

Forskare letar efter personer som passar en viss beskrivning, så kallade behörighetskriterier. Några exempel på dessa kriterier är en persons allmänna hälsotillstånd eller tidigare behandlingar.

Urvalskriterier

Åldrar som är berättigade till studier

7 år till 15 år (Barn)

Tar emot friska volontärer

Ja

Kön som är behöriga för studier

Allt

Beskrivning

Inclusion Criteria (for TD group):

  • age 7-15 years
  • no history of reading difficulties
  • attends school in Italy

Exclusion Criteria (for TD group):

  • special educational needs or diagnosis of neurodevelopmental disorders

Inclusion Criteria (for DD group):

  • age 7-15 years
  • diagnosis of Developmental Dyslexia or Specific Reading Disorder
  • Attends school in Italy

Exclusion Criteria (for DD group):

  • diagnosis of Intellectual Disability

Inclusion Criteria (for SEN group):

  • age 7-15 years
  • reported by school to have significant difficulties in reading and writing
  • Attends school in Italy (at least 6 months continued schooling and exposure to the Italian language)

Exclusion Criteria (for SEN group):

  • diagnosis of Intellectual Disability

Studieplan

Det här avsnittet ger detaljer om studieplanen, inklusive hur studien är utformad och vad studien mäter.

Hur är studien utformad?

Designdetaljer

  • Primärt syfte: Stödjande vård
  • Tilldelning: N/A
  • Interventionsmodell: Enskild gruppuppgift
  • Maskning: Ingen (Open Label)

Vapen och interventioner

Deltagargrupp / Arm
Intervention / Behandling
Experimentell: Participant

All participants in the study will be assessed with the Seleggo Test procedure and then tested on reading and writing to dictation in the two conditions, with personalized and with standard visual and auditory parameters for text visualization and TTS
Enhet: Seleggo Test

Seleggo Test is a computerized procedure to identify the personalized visual and auditory parameters facilitating reading and writing for each participant. By applying these parameters to the visualization and to the TTS software during reading of school texts, the participants are expected to be facilitated in reading and understanding the text.

Vad mäter studien?

Primära resultatmått

Resultatmått
Åtgärdsbeskrivning
Tidsram
Reading facilitation (speed), i.e. the advantage in reading performance (speed) produced by personalized parameters as compared to standard parameters
Tidsram: Intervention will take place at day 1 assessment and will last about 1,5 hours (comparison between personalized and standard parameters during the same assessment session)

difference between reading speed (seconds to read the text displayed by the software) with personalized and with standard visual parameters
Intervention will take place at day 1 assessment and will last about 1,5 hours (comparison between personalized and standard parameters during the same assessment session)
Reading facilitation (accuracy), i.e. the advantage in reading performance (accuracy) produced by personalized parameters as compared to standard parameters
Tidsram: Intervention will take place at day 1 assessment and will last about 1,5 hours (comparison between personalized and standard parameters during the same assessment session)

difference between reading accuracy (number of errors in reading the text displayed by the software) with personalized and with standard visual parameters
Intervention will take place at day 1 assessment and will last about 1,5 hours (comparison between personalized and standard parameters during the same assessment session)
Comprehension facilitation, i.e. the advantage in auditory comprehension performance produced by personalized TTS parameters as compared to standard parameters
Tidsram: Intervention will take place at day 1 assessment and will last about 1,5 hours (comparison between personalized and standard parameters during the same assessment session)

difference between writing accuracy (number of errors in writing a pre-defined list of nonwords) for stimuli dictated with personalized and with standard auditory parameters in the TTS device
Intervention will take place at day 1 assessment and will last about 1,5 hours (comparison between personalized and standard parameters during the same assessment session)

Sekundära resultatmått

Resultatmått
Åtgärdsbeskrivning
Tidsram
possibility to discriminate TD students' reading speed from that of students with DD and SEN
Tidsram: about 10 months

difference (ANOVAs) in performance (in terms of speed, expressed in seconds per syllable) on the reading tests delivered by the software, between the three groups (TD, DD and SEN)
about 10 months
possibility to discriminate TD students's reading accuracy from that of students with DD and SEN
Tidsram: about 10 months

difference (ANOVAs) in performance (in terms of accuracy, expressed in number of errors) on the reading tests delivered by the software, between the three groups (TD, DD and SEN)
about 10 months
possibility to discriminate TD students' writing accuracy from that of students with DD and SEN
Tidsram: about 10 months

difference (ANOVAs) in performance (in terms of accuracy, expressed in number of errors) on the writing tests delivered by the software, between the three groups (TD, DD and SEN)
about 10 months
validity and reliability values for the reading speed measures collected by the software
Tidsram: about 10 months

Pearson's correlations between the speed measures collected during the test and the speed measures obtained on standardized reading tests (MT test of reading speed and accuracy and Assessment Battery for Developmental Reading and Spelling Disorders).
about 10 months
validity and reliability values for the reading accuracy measures collected by the software
Tidsram: about 10 months

Pearson's correlations between the reading accuracy measures collected during the test and the accuracy measures obtained on standardized reading tests (MT test of reading speed and accuracy and Assessment Battery for Developmental Reading and Spelling Disorders).
about 10 months
validity and reliability values for the writing accuracy measures collected by the software
Tidsram: about 10 months

Pearson's correlations between the writing accuracy measures collected during the test and the accuracy measures obtained on standardized writing tests (Assessment Battery for Developmental Reading and Spelling Disorders).
about 10 months

Samarbetspartners och utredare

Det är här du hittar personer och organisationer som är involverade i denna studie.

Sponsor

IRCCS Eugenio Medea

Publikationer och användbara länkar

Den som ansvarar för att lägga in information om studien tillhandahåller frivilligt dessa publikationer. Dessa kan handla om allt som har med studien att göra.

Allmänna publikationer

  • Lorusso ML, Borasio F, Panetto P, Curioni M, Brotto G, Pons G, Carsetti A, Molteni M. Validation of a Web App Enabling Children with Dyslexia to Identify Personalized Visual and Auditory Parameters Facilitating Online Text Reading. Multimodal Technologies and Interaction. 2024; 8(1):5.

Studieavstämningsdatum

Dessa datum spårar framstegen för inlämningar av studieposter och sammanfattande resultat till ClinicalTrials.gov. Studieposter och rapporterade resultat granskas av National Library of Medicine (NLM) för att säkerställa att de uppfyller specifika kvalitetskontrollstandarder innan de publiceras på den offentliga webbplatsen.

Studera stora datum

Studiestart (Faktisk)

16 februari 2023

Primärt slutförande (Beräknad)

1 december 2026

Avslutad studie (Beräknad)

31 december 2026

Studieregistreringsdatum

Först inskickad

20 mars 2024

Först inskickad som uppfyllde QC-kriterierna

17 april 2025

Första postat (Faktisk)

27 april 2025

Uppdateringar av studier

Senaste uppdatering publicerad (Faktisk)

5 november 2026

Senaste inskickade uppdateringen som uppfyllde QC-kriterierna

3 november 2026

Senast verifierad

1 april 2026

Mer information

Termer relaterade till denna studie

Nyckelord

Ytterligare relevanta MeSH-villkor

Andra studie-ID-nummer

  • 996

Plan för individuella deltagardata (IPD)

Planerar du att dela individuella deltagardata (IPD)?

JA

IPD-planbeskrivning

Anonymous data will be shared through the Zenodo platform

Tidsram för IPD-delning

From the publication of the results onwards

Kriterier för IPD Sharing Access

free access, for anonymous data only

Läkemedels- och apparatinformation, studiedokument

Studerar en amerikansk FDA-reglerad läkemedelsprodukt

Nej

Studerar en amerikansk FDA-reglerad produktprodukt

Nej

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