The main aim of this interventional study is to investigate whether the effects of computerized working memory training improves reading abilities for children, i.e. ages 9 - 16 years, diagnosed with dyslexia.
Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills. It is characterized by difficulties with phonological processing, rapid naming, working memory, processing speed and the automatic development of skills that may not match up to an individual's other cognitive abilities. Phonological processing deficit is well established as one of the main causes of dyslexia. Working memory (WM) is today considered to be a cognitive system that strongly relates to a person's ability to think and learn. Over the last decade an increasing body of evidence indicates that WM deficits may cause particular problems for individuals with dyslexia. This is consistent with many of the every day problems reported by dyslexics and those around them. WM deficits are frequent in children with reading deficits. A major question is whether the WM impairment is secondary to phonological core deficit affecting the phonological loop only, or caused by an additional deficit involving central executive. Exploratory findings from fMRI studies indicates that impaired WM processes in dyslexia have a unique neuronal signature which may be associated with central executive processes. However there are conflicting findings and further studies are needed. The children in the study, all diagnosed with dyslexia, will be divided into two subgroups (16/16 children). They are randomly allocated to either the adaptive training group or the treatment as usual control group after the baseline assessment. Both groups will meet for baseline testing and re-testing 4 weeks after completed training. Those that serve as non-trained controls will be offered to participate in training after completion of the study. The intervention in this study aim to increase WM of children with dyslexia. We hypothesise that intensive computerized working memory training will improve reading fluency, speed and comprehension for children with dyslexia.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
SINGLE
Enrollment
32
The child will use the computer program at home under parental supervision for 25 sessions, each lasting 30 - 45 minutes and the family has 6 weeks to complete the training. Each session consist 8 different tasks presented by an animated robot. The tasks all require the child to hold information in working memory and to manipulate the information. Other name: Cogmed RoboMemo
Sorlandet Hospital
Arendal, Aust-Agder, Norway
Reading fluency, comprehension and speed
LOGOS (http://www.logos-test.no) is a standardized Norwegian computerized test for reading processes. 6 subtest; reading fluency, reading comprehension, word recognition, phonological reading, orthographic reading, rapid naming of common objects
Time frame: Change from Baseline assessment to follow-up testing in 14 weeks
Working Memory Capacity
WISC-IV: The sum of letter-number sequences and Digit Span, WMS-III Spatial Span, Språk 6-16 (Standardized Norwegian Screening-test for Language Impairment (Ottem \&frost, 2011)Subtest: Sentence memory
Time frame: Change from Baseline assessment to follow-up testing in 14 week
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