A Multisensory Music Intervention for Children With Reading Disorders (RitMoZ)

NCT05137353 | Completed

• 2 other identifiers: Neo-Prism-C ESR-10 projectH2020-MSCA-ITN-2018 813546
• Study Type: interventional
• Target: 51
• Locations: 1 country
• Sites: 1

Brief Summary

With this study, we wish to test how effective/ beneficial music activities can be for children with dyslexia.

Conditions

Reading Disorder

Keywords

reading disorders; music intervention; rhythmic stimulations; phonological processing; Event-Related Brain Potentials

Outcome Measures

Primary Outcomes (9)

• Reading test

  For the assessment of the ability to read aloud series of high frequency words, low frequency words and pseudowords, is applied from the shortened 3DM-H (Differential Diagnostics of Dyslexia Maastricht - Hungarian adaptation). With this test, reading speed, fluency and accuracy and pseudoword accuracy are measured.

  4 minutes

• Spelling test

  For the assessment of spelling, the present subtest is applied from the shortened version of the 3DM-H. Both spelling accuracy and reaction time are measured.

  4-7 minutes

• Phoneme deletion test

  For the assessment of phoneme deletion, the present subtest is applied from the shortened version of the 3DM-H. Both accuracy and reaction time are measured.

  3-7 minutes

• Letter-sound identification test

  For the assessment of letter-sound identification, the present subtest is applied from the shortened version of the 3DM-H. Both accuracy and reaction time are measured.

  2-3 minutes

• Letter-sound discrimination test

  For the assessment of letter-sound discrimination, the present subtest is applied from the shortened version of the 3DM-H. Both accuracy and reaction time are measured.

  2 - 4 minutes

• Rapid Automatized Naming (RAN) test

  To assess rapid naming of letters, digits and objects, the present subtest is applied from the shortened version of the 3DM-H. Here, the processing speed is measured.

  3-5 minutes

• Choice reaction time test

  The present subtest is applied from the shortened version of the 3DM-H; here, the reaction time is measured.

  1 - 2 minutes

• Lexical decision task

  To assess lexical decision, the present test is applied. Here, accuracy is measured.

  12- 15 minutes

• Auditory discrimination of acoustic and phonetic alteration of pseudowords

  This is an Event-Related Potentials (ERPs) task where a speech multifeature paradigm is applied. In the current task, the amplitudes of the Mismatch Negativity (MMN) responses - which are elicited in certain time windows - are measured in every condition.

  20 minutes

Study Arms (2)

Music Training (RitMoZ Training)

EXPERIMENTAL

12 sessions spread in the course of 1.5 months: each session has a duration of 90 minutes; each week will have 2 sessions

Behavioral: Music Training (RitMoZ Training)

Spelling Training

ACTIVE COMPARATOR

12 sessions spread in the course of 1.5 months: each session has a duration of 90 minutes; each week will have 2 sessions

Behavioral: Spelling Training

Interventions

Music Training (RitMoZ Training) BEHAVIORAL

This training is inspired by intervention concepts followed in SUVAG Polyclinic in Zagreb, Croatia and Kodaly pedagogy in Hungary. RitMoZ Training programme consists of 6 main activities: matching activity, nursery rhymes, rhythmic stimulations, music shapes, music writing and music reading. The training focuses on the perceptual overlap between language and music, embodiment and entrainment. The aim of the training is to improve characteristic features of reading disorders such as phonological awareness, perception of rhythm, phonological working memory and perception of speech sounds.

Music Training (RitMoZ Training)

Spelling Training BEHAVIORAL

This training consists of activities which focus on practicing spelling words in a computer task; the aim is to train orthographic processing which is suggested to improve phonological awareness and phonological working memory.

Spelling Training

Eligibility Criteria

• Age: 8 Years - 12 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• diagnosis of reading disorder
• Hungarian as native language

You may not qualify if:

• comorbidities (e.g., Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD))
• sensory impairment (e.g., hearing loss, low vision)
• cognitive impairment (e.g., panic disorder, low IQ)

Sponsors & Collaborators

• Research Centre for Natural Sciences: lead
• University of Rijeka: collaborator

Study Sites (1)

Research Centre for Natural Sciences

Budapest, 1117, Hungary

Location

Related Links

• This is the website which provides information and details about the intervention and the study procedure.

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

• Ferenc Honbolygó, PhD

  Research Centre for Natural Sciences

  PRINCIPAL INVESTIGATOR

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, Senior Research Fellow

Study Record Dates

• First Submitted: November 28, 2021
• First Posted: November 30, 2021
• Study Start: November 15, 2021
• Primary Completion: June 30, 2022
• Study Completion: August 31, 2022
• Last Updated: October 27, 2022

Record last verified: 2022-10

Data Sharing

• IPD Sharing: Will not share

Locations

HU (1)