The main objective of the study is to evaluate the specific effect of the sub-components of the reading training program Rhythmic Reading Training (RRT) on reading speed and accuracy in a sample of Italian students with developmental dyslexia (DD). More precisely, in order to better understand the neuropsychological mechanisms involved in reading improvements following RRT, the specific contribution of the visual component of the training (presence of a visual cue) will be investigated in a study with between-groups design.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
NONE
Enrollment
60
RRT is a child-friendly computerized reading training program designed for Italian students with DD aged 8-14 yrs. The main feature of this intervention is the integration of a traditional remediation approach (sublexical treatment) with rhythm processing. Therefore, all reading exercises are characterized by a rhythmic accompaniment with gradually increasing speed. In this condition, the RRT activities comprise only a rhythm accompaniment and no visual cue.
RRT is a child-friendly computerized reading training program designed for Italian students with DD aged 8-14 yrs. The main feature of this intervention is the integration of a traditional remediation approach (sublexical treatment) with rhythm processing. Therefore, all reading exercises are characterized by a rhythmic accompaniment with gradually increasing speed. In this condition, the rhythmic accompaniment is synchronize with a visual cue (the verbal stimuli are highlighted using a red font in synchrony with the rhythm).
Catholic University of the Sacred Heart
Milan, Italy
RECRUITINGWord reading speed - DDE-2
Word reading speed in syllable / second
Time frame: 5 weeks
Word reading accuracy - DDE-2
Word reading accuracy in n. of errors
Time frame: 5 weeks
Word reading speed - DDE-2
Word reading speed in syllable / second
Time frame: 3 months
Word reading accuracy - DDE-2
Word reading accuracy in n. of errors
Time frame: 3 months
Pseudo-word reading speed - DDE-2
Pseudo-word reading speed in syllable / second
Time frame: 5 weeks
Pseudo-word reading accuracy - DDE-2
Pseudo-word reading accuracy in n. of errors
Time frame: 5 weeks
Pseudo-word reading speed - DDE-2
Pseudo-word reading speed in syllable / second
Time frame: 3 months
Pseudo-word reading accuracy - DDE-2
Pseudo-word reading accuracy in n. of errors
Time frame: 3 months
Text reading speed - MT-3-Clinica Battery
Text reading speed in syllable / second
Time frame: 5 weeks
Text reading accuracy - MT-3-Clinica Battery
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Text reading accuracy in n. of errors
Time frame: 5 weeks
Text reading speed - MT-3-Clinica Battery
Text reading speed in syllable / second
Time frame: 3 months
Text reading accuracy - MT-3-Clinica Battery
Text reading accuracy in n. of errors
Time frame: 3 months
Phonemic awareness task (Judica et al., in press)
N. of errors in phonemic blending + n. of errors in phonemic elision
Time frame: 5 weeks
Phonemic awareness task (Judica et al., in press)
N. of errors in phonemic blending + n. of errors in phonemic elision
Time frame: 3 months
Digit span (Wechsler Intelligence Scale for Children-IV, WISC-IV)
Forward and backward digit span
Time frame: 5 weeks
Digit span (Wechsler Intelligence Scale for Children-IV, WISC-IV)
Forward and backward digit span
Time frame: 3 months
Rapid Automatized naming task - RAN (De Luca et al., 2005)
RAN speed in seconds
Time frame: 5 weeks
Rapid Automatized naming task - RAN (De Luca et al., 2005)
RAN speed in seconds
Time frame: 3 months
Selective Auditory attention task - NEPSY-II
N. of errors
Time frame: 5 weeks
Selective Auditory attention task - NEPSY-II
N. of errors
Time frame: 3 months
Rhythm reproduction task
n. of correctly reproduced rhythmic patterns
Time frame: 5 weeks
Rhythm reproduction task
n. of correctly reproduced rhythmic patterns
Time frame: 3 months