Rhythm and Music to Rehabilitate Reading Disorders
ReMus
1 other identifier
interventional
48
0 countries
N/A
Brief Summary
The purpose of this study is to determine whether music training is an effective treatment of reading disorders
Trial Health
Trial Health Score
Automated assessment based on enrollment pace, timeline, and geographic reach
participants targeted
Target at P25-P50 for not_applicable
Started Sep 2011
Typical duration for not_applicable
Health score is calculated from publicly available data and should be used for screening purposes only.
Trial Relationships
Click on a node to explore related trials.
Study Timeline
Key milestones and dates
Study Start
First participant enrolled
September 1, 2011
CompletedPrimary Completion
Last participant's last visit for primary outcome
June 1, 2013
CompletedStudy Completion
Last participant's last visit for all outcomes
December 1, 2013
CompletedFirst Submitted
Initial submission to the registry
December 9, 2014
CompletedFirst Posted
Study publicly available on registry
December 15, 2014
CompletedDecember 15, 2014
December 1, 2014
1.8 years
December 9, 2014
December 11, 2014
Conditions
Keywords
Outcome Measures
Primary Outcomes (1)
Pseudoword reading test
The primary outcome variable was the performance in the pseudoword reading test measured in terms of accuracy (percentile of number of errors).
six months
Secondary Outcomes (3)
Reading text
six months
Phonological awareness
six months
Word reading
six months
Study Arms (2)
Music training
EXPERIMENTALtwice a week one hour for 30 weeks, music training
Visual arts
ACTIVE COMPARATORtwice a week one hour for 30 weeks, visual arts training
Interventions
This program was based on the Kodaly and Orff pedagogy and adapted to focus on rhythm and temporal processing.
This program emphasized visual-spatial and hand skills as well as creativity.
Eligibility Criteria
You may qualify if:
- Italian native language
- Reading performance (accuracy and/or speed) failed on at least two of three school grade standardized Italian tests: text, words, pseudowords (cut-offs: z-score \<-1.8 standard deviations from the mean for speed scores, a score \<5th percentile in the accuracy scores).
- Hearing and neurological examination within normal range
- Normal or corrected-to-normal visual acuity
- General IQ \>85 at Wechsler Intelligence Scale for Children III.
You may not qualify if:
- Presence of comorbidity involving Attentional Deficit Disorders with Hyperactivity (ADHD)
- Presence of comorbidity involving Specific Language Impairment (SLI)
- Presence of comorbidity involving Oppositional Defiant Disorder (ODD)
- Severe emotional-relational impairments
- Previous formal musical or painting education for more than one year, other on-going treatment.
- Presence of other diseases (i.e. diabetes , cystic fibrosis, asthma...) that could influence the performance in cognitive and executive functions.
Contact the study team to confirm eligibility.
Sponsors & Collaborators
Related Publications (1)
Flaugnacco E, Lopez L, Terribili C, Montico M, Zoia S, Schon D. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial. PLoS One. 2015 Sep 25;10(9):e0138715. doi: 10.1371/journal.pone.0138715. eCollection 2015.
PMID: 26407242DERIVED
MeSH Terms
Conditions
Condition Hierarchy (Ancestors)
Study Design
- Study Type
- interventional
- Phase
- not applicable
- Allocation
- RANDOMIZED
- Masking
- NONE
- Purpose
- TREATMENT
- Intervention Model
- PARALLEL
- Sponsor Type
- OTHER
- Responsible Party
- PRINCIPAL INVESTIGATOR
- PI Title
- PhD
Study Record Dates
First Submitted
December 9, 2014
First Posted
December 15, 2014
Study Start
September 1, 2011
Primary Completion
June 1, 2013
Study Completion
December 1, 2013
Last Updated
December 15, 2014
Record last verified: 2014-12