Comprehensive Program to Improve Reading and Writing Skills in At-Risk and Dyslexic Children

NCT00061412 | Completed

• 2 other identifiers: 2P50HD33812-62P50HD033812
• Study Type: interventional
• Target: 2,500
• Locations: 1 country
• Sites: 1

Brief Summary

This project is evaluating programs to improve reading and writing skills in children who have or are at risk for having reading disabilities. The project focuses on children who are at-risk for low achievement in school and on children with dyslexia.

Conditions

Dyslexia; Learning Disorders

Keywords

Low reading and writing achievement; At-risk students; Reading Disability; Writing Disability

Interventions

Comprehensive program to improve reading and writing skills BEHAVIORAL

Eligibility Criteria

• Age: 6 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Student in grades 1 to 9
• Underachieving in reading and writing
• English as first language

You may not qualify if:

• Mental retardation
• Developmental disability such as autism or pervasive developmental disorder
• Brain damage or disease affecting brain function
• Severe language or psychiatric disorder

Sponsors & Collaborators

• Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD): lead

Study Sites (1)

University of Washington

Seattle, Washington, United States

Location

Related Publications (5)

• Eckert MA, Leonard CM, Richards TL, Aylward EH, Thomson J, Berninger VW. Anatomical correlates of dyslexia: frontal and cerebellar findings. Brain. 2003 Feb;126(Pt 2):482-94. doi: 10.1093/brain/awg026.

  PMID: 12538414 BACKGROUND

• Richards TL, Berninger VW, Aylward EH, Richards AL, Thomson JB, Nagy WE, Carlisle JF, Dager SR, Abbott RD. Reproducibility of proton MR spectroscopic imaging (PEPSI): comparison of dyslexic and normal-reading children and effects of treatment on brain lactate levels during language tasks. AJNR Am J Neuroradiol. 2002 Nov-Dec;23(10):1678-85.

  PMID: 12427623 BACKGROUND

• Hsu L, Wijsman EM, Berninger VW, Thomson JB, Raskind WH. Familial aggregation of dyslexia phenotypes. II: paired correlated measures. Am J Med Genet. 2002 May 8;114(4):471-8. doi: 10.1002/ajmg.10523.

  PMID: 11992573 BACKGROUND

• Corina DP, Richards TL, Serafini S, Richards AL, Steury K, Abbott RD, Echelard DR, Maravilla KR, Berninger VW. fMRI auditory language differences between dyslexic and able reading children. Neuroreport. 2001 May 8;12(6):1195-201. doi: 10.1097/00001756-200105080-00029.

  PMID: 11338191 BACKGROUND

• Berninger VW, Abbott RD, Brooksher R, Lemos Z, Ogier S, Zook D, Mostafapour E. A connectionist approach to making the predictability of English orthography explicit to at-risk beginning readers: evidence for alternative, effective strategies. Dev Neuropsychol. 2000;17(2):241-71. doi: 10.1207/S15326942DN1702_06.

  PMID: 10955205 BACKGROUND

Related Links

• Click here for more information on this trial.

MeSH Terms

Conditions

Dyslexia; Learning Disabilities

Condition Hierarchy (Ancestors)

Language Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Specific Learning Disorder; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Virginia Berninger, Ph.D.

  University of Washington

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Purpose: TREATMENT
• Intervention Model: FACTORIAL
• Sponsor Type: NIH

Study Record Dates

• First Submitted: May 27, 2003
• First Posted: May 28, 2003
• Study Start: December 1, 1995
• Study Completion: November 1, 2005
• Last Updated: September 28, 2006

Record last verified: 2006-09

Locations

US (1)