An interventional study of Transcranial random noise stimulation and Sham Stimulation in Dyslexia, Developmental, Reading and Dyslexia, sponsored by Silvia Brem. Recruiting at 1 site in Switzerland. Open to participants aged 18 Years to 35 Years, including healthy volunteers. Per ClinicalTrials.gov, last updated 2026-05-22.
Sponsored by Silvia Brem · Not applicable, Interventional, and Basic science
This study investigates the effects of transcranial electrical stimulation (tES) on the brain and its potential to enhance reading-related learning. Adult participants with a range of reading abilities will receive transcranial random noise stimulation (tRNS) while they perform an artificial orthography learning task. This task simulates letter-speech sound learning, an important first step during reading acquisition known to be impaired in individuals with developmental dyslexia. The effects of the intervention will be assessed using both behavioral measures and functional magnetic resonance imaging (fMRI).
This study investigates the effects of transcranial electrical stimulation (tES) on the brain and its potential to enhance reading-related learning. The aim is to identify novel techniques for treating developmental dyslexia, which is a common learning disorder that occurs in childhood and can persist into adulthood. Typically, standard therapy for dyslexia consists of specific reading exercises; however, such training often does not fully remediate the difficulties.
This study, therefore, evaluates how transcranial electrical stimulation may be applied to support learning and ultimately reading. During the stimulation, participants perform an artificial orthography learning task simulating letter-speech sound learning. Whereas previous tES reading studies have focused primarily on behavioral outcomes, the present study additionally measures brain activity using fMRI to elucidate how tES affects neural processing and how these effects may relate to reading abilities.
The knowledge gained from this project is intended to support the future development of transcranial electrical stimulation as an intervention for adults and children with developmental dyslexia.
Exclusion Criteria:
https://swissethics.ch/assets/pos_papiere_leitfaden/20110906_kek_mri.pdf); Having problems lying still (strong cold, tremor, etc.); Wearing non-removable dental braces
Participants will receive transcranial random noise stimulation (tRNS) applied to the left superior temporal gyrus.
Other: Transcranial random noise stimulation
Participants in this group will serve as the control condition. The setup will be identical to the active stimulation group, but stimulation will be sham, such that no electrical current will be applied for the duration of the session.
Other: Sham Stimulation
Participants will receive high-frequency tRNS (max. 1.5 mA) applied to the left superior temporal gyrus. A high-definition setup (3x1 electrodes) will be used to achieve more focal stimulation. Stimulation will be applied during an artificial orthography learning task with simultaneous fMRI acquisition.
Participants will also have electrodes placed on their scalp. The setup is programmed to induce a short ramp-up of the chosen electrical current followed by a ramp-down at the beginning and at the end of the stimulation. In between, no current will be applied. Sham stimulation will be applied during an artificial orthography learning task with simultaneous fMRI acquisition.
Performance in the artificial orthography learning task
Performance on the artificial orthography learning task and the artificial orthography reading fluency test will be compared between the stimulation and sham groups.
Time frame: At second session, up to 8 weeks after baseline
fMRI activation and connectivity during print processing
fMRI activation and connectivity of the posterior superior temporal gyrus and other regions of the reading and audiovisual learning networks will be compared before, during and after transcranial electrical stimulation (tES). The fMRI tasks performed in the second session include artificial orthography learning and explicit print processing (lexical decision task), whereas implicit print processing (one-back task) is performed both at baseline and in the second session. These changes in activation and connectivity will be compared between the stimulation group and the sham group.
Time frame: At baseline (Session 1) and at second session, up to 8 weeks after baseline
fMRI brain activation and connectivity in further fMRI tasks: audiovisual processing and naturalistic movie watching
Brain activation and connectivity during further fMRI tasks, namely an audiovisual localizer task and a movie-watching paradigm, will be investigated and compared between the two groups. The audiovisual localizer task focuses on brain activation in reading and audiovisual processing regions, and the movie-watching paradigm on connectivity within the resting-state networks.
Time frame: At baseline (Session 1) and at second session, up to 8 weeks after baseline
Reading and reading-related behavioral measures
Reading and reading-related tasks, such as word and pseudoword reading, will be performed before and after tES to provide a behavioral estimate of reading skills.
Time frame: At baseline (Session 1) and at second session, up to 8 weeks after baseline
Performance in further cognitive tasks
The performance in further cognitive tasks (working memory, attention, rapid automatized naming) will be compared before and after tES.
Time frame: At baseline (Session 1) and at second session, up to 8 weeks after baseline
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