Acquired Dyslexia Modeling and Treatment

Browse trials for

• Stroke 7,286

Keywords

• reading
• computational model
• treatment
• therapy

Stroke

7,286 studies on the registry are indexed under Stroke; 2,007 are open to participants now.

This study's planned enrollment of 12 is below the median of 50 across 5,369 interventional studies indexed under Stroke.

Lead sponsor

Rutgers, The State University of New Jersey is the lead sponsor of 496 studies on the registry; 130 are open to participants now.

Of its 38 completed or terminated interventional studies of FDA-regulated products, 30 (79%) have results posted.

Study arms

• Experimental
  Model-matched

  This group will receive the therapy, either phonological or semantics-based, that matches the computational model prediction for the source of their reading impairment. They will receive this for the first 60 total hours of therapy, and for the second 60 hours of therapy.

  Behavioral: Phono-Motor Therapy · Behavioral: Semantic Feature Analysis

• Active comparator
  Model-non-matched

  This group will receive the therapy, either phonological or semantics-based, that does not match the computational model prediction for the source of their reading impairment. They will receive this for the first 60 total hours of therapy. For the second 60 hours, they will receive the other therapy.

  Behavioral: Phono-Motor Therapy · Behavioral: Semantic Feature Analysis

Interventions

• BehavioralPhono-Motor Therapy

  Orthographic stimuli (letters) are introduced from the beginning as each phoneme is being trained. This maintains the focus on phonology, while emphasizing its relevance to reading. PMT consists of an initial phase focused on training of individual phonemes and phoneme sequences in spoken language, followed by written language tasks. English phonemes are first trained in isolation, followed by phoneme sequences in words and pseudowords. They are trained multi-modally through emphasis on auditory, motor, tactile-kinesthetic, visual, and orthographic representations for each consonant and vowel. When sequences are introduced, focus on phonology is maintained by training on pseudowords first before real words are introduced. Participants work on identifying, repeating, parsing, blending, and manipulating phonemes that make up the pseudoword and word stimuli. To maintain focus on phonology, pictures and definitions of the stimuli are never shown or discussed.

  Also known as: PMT

• BehavioralSemantic Feature Analysis

  SFA activates semantic features of the target word to help retrieve the spoken form of the word. To target reading, a modified SFA is used with written words rather than pictures as the primary materials. Pictures are instead included for each word as a semantic feature. Stimuli will consist of 80 highly imageable nouns with a range of word frequencies. During treatment the therapist will present a written noun and ask the participant a series of questions about the features of that noun. For example, if the presented noun is "juice", the therapist would have the participant select the corresponding picture from an array of pictures. The therapist then would ask, "what do you do with it?" (eliciting a feature from the "function" category) and "where do you store it in your home?" (eliciting a feature from the "context" category). This is done for a total of 6 categories of semantic features. The process is repeated until the participant reads the noun correctly three times in a row.

  Also known as: SFA

Primary outcomes

1. Woodcock Reading Mastery Test - III

   The WRMT-III is a standardized measure of reading skills.

   Time frame: Baseline, following the first 60 hours of therapy, and following the final 60 hours of therapy.

2. Test words and pseudowords

   Change in accuracy of reading 120 test words and 80 pseudowords

   Time frame: Baseline, following the first 60 hours of therapy, and following the final 60 hours of therapy.

Secondary outcomes

1. Western Aphasia Battery - Revised

   The WAB - R is a standard measure of aphasia severity. It determines both the degree of aphasia and whether treatment has any impact on aspects of aphasia other than acquired dyslexia.

   Time frame: Baseline, following the first 60 hours of therapy, and following the final 60 hours of therapy.

2. Comprehensive Aphasia Test - Disability Quotient

   The CAT - DQ is a self-report measure of subjectively perceived degree of disability.

   Time frame: Baseline, following the first 60 hours of therapy, and following the final 60 hours of therapy.

Individual participant data

Plan to share: Yes — Pursuant to the rules of the Institutional Review Board of Rutgers, The State University of New Jersey, only data that can be fully de-identified will be shared. All data collected using non-proprietary (non-copyrighted) instruments are expected to be de-identifiable and therefore will be shared in de-identified form. These include: structural brain images (de-faced), results of the test for hemi-spatial neglect, the experimental list of 120 words and 80 pseudowords for reading aloud, and results of touch-screen choice tasks for testing phonological, semantic, and orthographic knowledge.

Supporting information: Study protocol