Training Second-grade Dyslexic Students Using a Computerized Program in Assiut, Egypt

NCT04642859 | Completed DMC

• 1 other identifier: AssiutU Dyslexia
• Study Type: interventional
• Target: 52
• Locations: 1 country
• Sites: 1

Brief Summary

Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate or fluent word recognition, by poor spelling and decoding abilities, difficulty reading words in isolation and difficulty with oral reading (slow, inaccurate, or labored). These difficulties typically result from a deficit in the phonological component of language that is often unexpected with other cognitive abilities and the provision of effective classroom instruction. The phonological deficit hypothesis is the dominant explanatory theory of developmental dyslexia. Despite this, impaired phonological processing alone cannot explain all clinical symptoms of dyslexia. Many students with dyslexia have multiple deficits other than phonological deficits. Of these accused deficits are visual perceptual processing deficits, auditory processing deficits, multisensory spatial attention deficits as well as cerebellar dysfunction. The current mandatory criterion for the diagnosis of dyslexia, below-average achievement, implies waiting to failure. This approach for diagnosis (must fail approach) would delay intervention for rehabilitation. Furthermore, the cut-off scores would result in over or under inclusion of cases and appear to be the least reliable and valid approach to diagnosis. Both methods lack a deeper understanding of the underlying reading difficulty, their neurobiological basis, and hence represent barriers against scientifically-based interventions. However, improved understanding of the neurobiological basis of dyslexia will facilitate evidence-based effective intervention.

Conditions

Dyslexia

Keywords

Dyslexia; Training; Egypt

Outcome Measures

Primary Outcomes (1)

• Change in Arabic Reading Achievement test (RAT)

  new scale of Arabic Reading Achievement test specially designed for this study. Students will classified according to their achievement level into three groups: 1. Group I: Poor achievers (scores \< mean - SD), considered students with reading disability, or dyslexia 2. Group II: Average achievers (with scores= mean + SD) 3. Group III included those with good achievement (score \> mean+ SD)

  Baseline, 2 months

Secondary Outcomes (1)

• Change in Computerized Arabic Cognitive Abilities diagnostic battery for Reading (CADB-R)

  Baseline, 2 months

Study Arms (1)

Dyslexia

EXPERIMENTAL

Students with dyslexia before and after the intervention

Behavioral: Computerized Cognitive abilities training battery for reading (CATB-R)

Interventions

Computerized Cognitive abilities training battery for reading (CATB-R) BEHAVIORAL

Specially designed Arabic computerized training program for dyslexia

Dyslexia

Eligibility Criteria

• Age: 8 Years - 9 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• nd-grade primary school students
• Poor scholastic achievement: less than mean - SD score on Arabic reading achievement test
• Normal neurological, basic audiological, and ophthalmological examination
• Both sexes included

You may not qualify if:

• Student refused to participate
• Abnormal neurological, audiological or ophthalmological examination

Sponsors & Collaborators

• Assiut University: lead

Study Sites (1)

Assiut University

Asyut, 17777, Egypt

Location

MeSH Terms

Conditions

Dyslexia

Condition Hierarchy (Ancestors)

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

Study Officials

• Wafaa M Farghaly, MD

  Assiut University

  STUDY DIRECTOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Model Details: compare scores before and after the intervention

Study Record Dates

• First Submitted: November 12, 2020
• First Posted: November 24, 2020
• Study Start: November 14, 2020
• Primary Completion: February 1, 2021
• Study Completion: March 1, 2021
• Last Updated: May 3, 2022

Record last verified: 2022-04

Locations

EG (1)