Prediction and Intervention in Developmental Dyslexia

Study Overview
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Brief Summary
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The long-term goal of this study is to improve prediction of poor reading outcome at preschool age by using a combination of behavioural and neuroimaging measures and to evaluate a specific computerized training program to support children with problems during reading acquisition.

Official Title
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Neuronal Markers of Grapheme-phoneme Training Response for Prediction of Successful Reading Acquisition in Children at Familial Risk for Developmental Dyslexia

Conditions
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Developmental Dyslexia

Intervention / Treatment
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* Other: Computerized reading training


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria for all groups: Healthy, native (CH-) German speaking subjects, with an estimated non-verbal intelligence quotient (IQ) >=80, without neurological and/or psychiatric disorder (except for attention deficit hyperactivity disorder, specific learning disorders, developmental language impairments) Additional criteria for subgroups: Recruitment of preschoolers (aged 5.5-7.5 years): Healthy children with increased risk for developmental dyslexia in their second year at kindergarten Recruitment of children in first grade (aged 6.5-8.5years): Children showing impairments in learning to read (first/second grade). Adults (aged 20-40 years): Healthy, normal reading Exclusion Criteria for all groups: MRI contraindications No history of premature delivery and/or maternal reports of severe prenatal, perinatal or postnatal complications.

Ages Eligible for Study
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Minimum Age: 5 Years
Maximum Age: 9 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Basic Science
Allocation: Randomized
Intervention Model: Crossover Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Computerized reading training first<br>Cross-over design: group first receives the intervention | Other: Computerized reading training<br> <br> |
| Experimental: Waiting Control First<br>Cross-over design: group first serves as waiting control | Other: Computerized reading training<br> <br> |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Changes in reading and spelling performance | Performance in normed reading and/or spelling (standardized tests) as a result of reading acquisition and training | Participants will be tested at three times for the duration of the cross-sectional intervention, an expected average of 8 months | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Developmental and training induced changes in functional brain activation and brain structure | Changes in activation/structure of core language network regions assessed by EEG and MRI during development, learning and training | Participants will be tested after an expected average of 8, 12 and 16 months | 
| Accuracy of prediction on reading performance outcome | Accuracy of prediction on reading performance (standardized tests) using behavioural and/or neuroimaging measures. Neuroimaging measures: EEG and MRI (functional activation, structural measures from white and/or grey matter, temporal information from event-related potential and/or frequency analyses) | Participants will be tested at T1 and on average 8 months later | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Electroencephalography (EEG), Magnetic Resonance Imaging (MRI), Multimodal Neuroimaging, Development, Prediction, Intervention