Идёт набор NCT05996497

Evaluation of Speech Rhythm Training in Dyslexic Readers Aged 7 to 9 Years

Без фазы С лечением Dyslexia

Ориентир для пациента и семьи

Простыми словами

Автоматическая сводка по структурированным данным реестра. Она помогает сориентироваться, но не заменяет официальный протокол или оценку врача.

Что изучают: В протоколе указаны: behavioral measures, Electrophysiological measures, Training 1, Training 2.
Кому может быть актуально: Состояния в реестре: Dyslexia. Базовые параметры: 7 лет — 9 лет · Все.
Что важно проверить: Возраст, диагноз и пол — только базовые ориентиры. Предыдущее лечение, анализы и другие обязательные условия указаны ниже в критериях участия.
Где проводится: Франция
Следующий шаг: Сохраните исследование, покажите его лечащему врачу и уточните актуальный статус у исследовательского центра. Расходы, документы и поездка →

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Обзор

Studies of dyslexia have shown altered oscillatory activity in the low gamma band (\~25-35 Hz) in the left auditory cortex. Neural oscillations around 30 Hz constitute the basic sampling rate of speech, from which the ability to form specific phonemic categories on which reading learning is based is derived. An alteration of the oscillatory activity at 30 Hz could therefore influence the ability of children to learn to read, and explain the reading deficit observed in children with a specific written language disorder. The objective of our study is to determine whether intensive rhythmic auditory stimulation applied during 30 sessions of 15 minutes spread over 6 weeks (5 sessions per week) can correct neural oscillations in the gamma-low band, allowing an improvement of phonemic categorization abilities, and thus the reading abilities of dyslexic readers aged 7 to 9 years. The long-term objective of this study is to test the therapeutic potential of auditory stimulation with speech rhythms for the treatment of reading disorders.

Подробное описание

Longitudinal cross-over study carried out on 4 experimental groups to compare the effect of two rhythmic auditory trainings (30 Hz and low frequencies) compared to the effect of a grapho-phonological correspondence training (GraphoGame).

The study begins with a recruitment and inclusion period after diagnosis of dyslexia. During this study, 4 assessments are performed and include behavioral measures in the care setting and electrophysiological measures in the research setting:

* at time T1 before any remediation, * at T2 after the first training, * at T3 at most 7 days after the 2nd training session, * at T4 seven weeks after T3.

After the T1 assessment, participants were randomized into 4 different groups (training 1 then training 2):

Group 1 : Auditory Rhythmic at 30 Hz then GraphoGame Group 2 : GraphoGame then Rhythmic Auditory at 30 Hz Group 3 : Auditory Rhythmic at low frequencies then GraphoGame Group 4 : GraphoGame then Auditory Low Frequency Rhythmic The first training period (total duration 6 weeks) according to the assigned group begins and takes place at the speech therapist's office and at home.

After the T2 evaluation, the 2nd training period (total duration 6 weeks) according to the assigned group begins and takes place at the SLP's office as well as at home.

The post-training evaluations T3 and T4 take place, respectively, 1 week and 7 weeks after the last training.

Вмешательства

Поведенческое behavioral measures
behavioral measures
Другое Electrophysiological measures
Electrophysiological measures
Другое Training 1
Training 1
Другое Training 2
Training 2

Первичные конечные точки

Comparison of reading accuracy by measuring the percentage of correct responses in the isolated pseudoword reading task between rythmic auditory training condition vs. grapho-phonological mapping training (GraphoGame). [Срок оценки: 2 years]
Comparison of reading speed by measuring reading time in the isolated pseudoword reading task between rythmic auditory training condition vs. grapho-phonological mapping training (GraphoGame). [Срок оценки: 2 years]

Вторичные конечные точки (2)

Measurement of reading accuracy (percentage of correct responses in the isolated pseudoword reading task) between multiple conditions. [Срок оценки: 2 years]
Measurement of reading speed (reading time in the isolated pseudoword reading task) between multiple conditions. [Срок оценки: 2 years]

Критерии участия

Критерии включения

between 7 and 9 years old
in regular schooling
have a diagnosis of dyslexia
have a non-verbal intelligence assessment within the norm. Inclusion assessments must show a major reading disability without associated cognitive deficits.
be equipped with a PC at home
have given their assent and whose parents/legal guardians have given their oral consent