An interventional study of Motor lab activity in Reading Disorder, sponsored by The University of Texas Medical Branch, Galveston. Withdrawn. Open to participants aged 5 Years to 13 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2025-07-23.
Sponsored by The University of Texas Medical Branch, Galveston · Not applicable, Interventional, and Treatment
The purpose of the research study is to investigate if daily motor activities, including fitness activities, gross motor skills, fine motor skills, and motor coordination activities result in physiological, cognitive, and behavioral benefits to children at Odyssey Academy. The study will compare students' performance after intervention by comparing an intervention period to a standard care period, and comparing intervention students to students engaged in standard school activities in the area of academic performance.
The objective of this study is to track if daily participation in motor lab activities for school age children improves their academic performance. Academic performance is associated with motor skills, coordination, and executive function. Our objectives are to determine if daily participation in motor lab activities changes these skills, to better understand these relationships, track outcomes of children participating in motor lab intervention compared to non-intervention and children receiving standard level of care in the school, and to be able to follow the intervention students over time.
The specific aims of the study are:
127 studies on the registry are indexed under Dyslexia; 27 are open to participants now.
Browse Dyslexia studies →The University of Texas Medical Branch, Galveston is the lead sponsor of 257 studies on the registry; 38 are open to participants now.
Of its 32 completed or terminated interventional studies of FDA-regulated products, 26 (81%) have results posted.
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Exclusion Criteria:
Group A will receive 20 minutes of motor lab intervention daily.
Behavioral: Motor lab activity
Group B will receive standard of care which will be 20 minutes of reading per day.
fitness, gross motor, fine motor, and motor coordination activities
Change in Movement Assessment Battery for Children-2 (MABC-2) between 3 time points (baseline, 10 weeks, 20 weeks)
Motor skills test which provides standard scores from 1-19 where higher scores represent better performance.
Time frame: Baseline, 10 weeks, 20 weeks
Change in Wechsler Intelligence Scale for Children-5 (WISC-5) between 3 time points (baseline, 10 weeks, 20 weeks)
Measures of executive function which provides scale scores from 1-19 where higher scores represent better performance.
Time frame: Baseline, 10 weeks, 20 weeks
Change in Test of Visual Motor Integration (VMI) between 3 time points (baseline, 10 weeks, 20 weeks)
Measures of visual perception and visual motor skills providing scores from 45-155 where higher scores represent better performance.
Time frame: Baseline, 10 weeks, 20 weeks
Change in Behavior Rating Inventory of Executive Function - Parent and Teacher Forms between 3 time points (baseline, 10 weeks, 20 weeks)
Measure of behavioral executive function with score within the range of 30-90 where scores \>60 represent poorer performance.
Time frame: Baseline, 10 weeks, 20 weeks
Change in Renaissance Star Reading Assessment between 3 time points (baseline, 10 weeks, 20 weeks)
Reading assessment with domain scores ranging from 0-99 where higher scores represent stronger performance.
Time frame: Baseline, 10 weeks, 20 weeks
Change in Fitness Gram between 3 time points (baseline, 10 weeks, 20 weeks)
fitness assessment with scores falling within either healthy fitness zone, needs improvement zone, or health risk zone.
Time frame: Baseline, 10 weeks, 20 weeks
No study locations are listed for this record.
Plan to share: No
No publications or documents are linked to this record.
This study is withdrawn, as verified in Jul 2025. You cannot join it, but the record below documents what was studied.
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The University of Texas Medical Branch, Galveston →