Evaluation of Speech Rhythm Training in Dyslexic Readers Aged 7 to 9 Years
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 160
- 试验地点
- 1
- 主要终点
- Comparison of reading accuracy by measuring the percentage of correct responses in the isolated pseudoword reading task between rythmic auditory training condition vs. grapho-phonological mapping training (GraphoGame).
研究概览
简要总结
Studies of dyslexia have shown altered oscillatory activity in the low gamma band (~25-35 Hz) in the left auditory cortex. Neural oscillations around 30 Hz constitute the basic sampling rate of speech, from which the ability to form specific phonemic categories on which reading learning is based is derived. An alteration of the oscillatory activity at 30 Hz could therefore influence the ability of children to learn to read, and explain the reading deficit observed in children with a specific written language disorder. The objective of our study is to determine whether intensive rhythmic auditory stimulation applied during 30 sessions of 15 minutes spread over 6 weeks (5 sessions per week) can correct neural oscillations in the gamma-low band, allowing an improvement of phonemic categorization abilities, and thus the reading abilities of dyslexic readers aged 7 to 9 years. The long-term objective of this study is to test the therapeutic potential of auditory stimulation with speech rhythms for the treatment of reading disorders.
详细描述
Longitudinal cross-over study carried out on 4 experimental groups to compare the effect of two rhythmic auditory trainings (30 Hz and low frequencies) compared to the effect of a grapho-phonological correspondence training (GraphoGame).
The study begins with a recruitment and inclusion period after diagnosis of dyslexia. During this study, 4 assessments are performed and include behavioral measures in the care setting and electrophysiological measures in the research setting:
- at time T1 before any remediation,
- at T2 after the first training,
- at T3 at most 7 days after the 2nd training session,
- at T4 seven weeks after T3.
After the T1 assessment, participants were randomized into 4 different groups (training 1 then training 2):
Group 1 : Auditory Rhythmic at 30 Hz then GraphoGame Group 2 : GraphoGame then Rhythmic Auditory at 30 Hz Group 3 : Auditory Rhythmic at low frequencies then GraphoGame Group 4 : GraphoGame then Auditory Low Frequency Rhythmic The first training period (total duration 6 weeks) according to the assigned group begins and takes place at the speech therapist's office and at home.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Basic Science
- 盲法
- Triple (Participant, Investigator, Outcomes Assessor)
入排标准
- 年龄范围
- 7 Years 至 9 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •between 7 and 9 years old
- •in regular schooling
- •have a diagnosis of dyslexia
- •have a non-verbal intelligence assessment within the norm. Inclusion assessments must show a major reading disability without associated cognitive deficits.
- •be equipped with a PC at home
- •have given their assent and whose parents/legal guardians have given their oral consent
排除标准
- •have any other diagnosis of language impairment
- •have a neurological disorder (visual, auditory, executive)
- •have an associated psychiatric disorder
- •have a developmental delay.
研究组 & 干预措施
Auditory Rhythmic at 30 Hz then GraphoGame
Training 1 with Auditory Rhythmic at 30 Hz (6 weeks) then Training 2 with GraphoGame (6 weeks)
干预措施: behavioral measures (Behavioral)
GraphoGame then Rhythmic Auditory at 30 Hz
Training 1 with GraphoGame (6 weeks) then Training 2 with Auditory Rhythmic at 30 Hz (6 weeks)
干预措施: Training 1 (Other)
GraphoGame then Rhythmic Auditory at 30 Hz
Training 1 with GraphoGame (6 weeks) then Training 2 with Auditory Rhythmic at 30 Hz (6 weeks)
干预措施: Training 2 (Other)
Auditory Rhythmic at 30 Hz then GraphoGame
Training 1 with Auditory Rhythmic at 30 Hz (6 weeks) then Training 2 with GraphoGame (6 weeks)
干预措施: Electrophysiological measures (Other)
Auditory Rhythmic at 30 Hz then GraphoGame
Training 1 with Auditory Rhythmic at 30 Hz (6 weeks) then Training 2 with GraphoGame (6 weeks)
干预措施: Training 1 (Other)
Auditory Rhythmic at 30 Hz then GraphoGame
Training 1 with Auditory Rhythmic at 30 Hz (6 weeks) then Training 2 with GraphoGame (6 weeks)
干预措施: Training 2 (Other)
GraphoGame then Rhythmic Auditory at 30 Hz
Training 1 with GraphoGame (6 weeks) then Training 2 with Auditory Rhythmic at 30 Hz (6 weeks)
干预措施: behavioral measures (Behavioral)
GraphoGame then Rhythmic Auditory at 30 Hz
Training 1 with GraphoGame (6 weeks) then Training 2 with Auditory Rhythmic at 30 Hz (6 weeks)
干预措施: Electrophysiological measures (Other)
Auditory Rhythmic at low frequencies then GraphoGame
Training 1 with Auditory Rhythmic at low frequencies (6 weeks) then Training 2 with GraphoGame (6 weeks)
干预措施: behavioral measures (Behavioral)
Auditory Rhythmic at low frequencies then GraphoGame
Training 1 with Auditory Rhythmic at low frequencies (6 weeks) then Training 2 with GraphoGame (6 weeks)
干预措施: Electrophysiological measures (Other)
Auditory Rhythmic at low frequencies then GraphoGame
Training 1 with Auditory Rhythmic at low frequencies (6 weeks) then Training 2 with GraphoGame (6 weeks)
干预措施: Training 1 (Other)
Auditory Rhythmic at low frequencies then GraphoGame
Training 1 with Auditory Rhythmic at low frequencies (6 weeks) then Training 2 with GraphoGame (6 weeks)
干预措施: Training 2 (Other)
GraphoGame then Auditory Low Frequency Rhythmic
Training 1 with GraphoGame (6 weeks) then Training 2 with Auditory Rhythmic at Low Frequency Rhythmic (6 weeks)
干预措施: Training 1 (Other)
GraphoGame then Auditory Low Frequency Rhythmic
Training 1 with GraphoGame (6 weeks) then Training 2 with Auditory Rhythmic at Low Frequency Rhythmic (6 weeks)
干预措施: Training 2 (Other)
GraphoGame then Auditory Low Frequency Rhythmic
Training 1 with GraphoGame (6 weeks) then Training 2 with Auditory Rhythmic at Low Frequency Rhythmic (6 weeks)
干预措施: behavioral measures (Behavioral)
GraphoGame then Auditory Low Frequency Rhythmic
Training 1 with GraphoGame (6 weeks) then Training 2 with Auditory Rhythmic at Low Frequency Rhythmic (6 weeks)
干预措施: Electrophysiological measures (Other)
结局指标
主要结局
Comparison of reading accuracy by measuring the percentage of correct responses in the isolated pseudoword reading task between rythmic auditory training condition vs. grapho-phonological mapping training (GraphoGame).
时间窗: 2 years
Comparison of reading performance is assessed in terms of both accuracy and speed. High percentage of correct responses means that children improve their reading accuracy.
Comparison of reading speed by measuring reading time in the isolated pseudoword reading task between rythmic auditory training condition vs. grapho-phonological mapping training (GraphoGame).
时间窗: 2 years
Comparison of reading performance is assessed in terms of both accuracy and speed. A short time means that children improve their reading speed.
次要结局
- Measurement of reading speed (reading time in the isolated pseudoword reading task) between multiple conditions.(2 years)
- Measurement of reading accuracy (percentage of correct responses in the isolated pseudoword reading task) between multiple conditions.(2 years)