Reading Intervention to Children With Developmental Language Disorder

Status Completed

Clinical Trial Summary

The main purpose of this study is to investigate if the internet-based computer-game Grapholearn (GL) is an effective tool for early and intensive intervention of the reading decoding skills in Swedish children with DLD, as compared to two control groups of children with DLD (I) playing a math computer game, and (II) attending usual schooling. Hypothesis: Five weeks of 20 sessions of GL will improve the accuracy of word and nonword decoding skills in children with DLD from baseline to T2 and T3. The GL intervention group will perform higher number of accuratly decoded words and nonwords than the two control groups at T2, and at T3. The second aim is to elucidate how the parents' language and reading skills, prevalence of language-related diagnoses, and socio-economic-status, and the children's self-reported self-esteem is related to their reading skills. Hypothesis 1: Children with DLD who's parents show poor language and/or reading skills will perform lower on the word/nonword decoding tests. Hypothesis 2: Children who show no significant improvement of word/nonword decoding skills will to a higher degree have parents with reading difficulties. Hypothesis 3: Parents highest level of education will not be associated with the participating childrens language and reading skills. Hypothesis 4: Results from the self-reported self-esteem will be lower than normdata from the test manual, and will not be associated with the children's language and reading skills.

Clinical Trial Description

(I) The investigators will collect the following cognitive measures from each participant with DLD: Decoding of words and nonwords, and words occurring in the Grapholearn computer game; naming of the letters in the Swedish alphabet; non-verbal IQ; articulation; grammar production; nonword repetition; verbal working memory; and general language ability. The tasks assessing reading decoding skills are administered at T1, T2, and T3, while all other tests are administered only at baseline. The test administrators are blinded for group (intervention or control groups). (II) Anamnestic interviews with the participants' parents aiming at collecting information about the child (diagnoses or developmental challenges); reading activities in the family; family aggregation of language-related diagnoses and problems in the parents and siblings, and highest level of education of each parent, as well as their current occupation. (III) Language and reading tests of parents, same reading tests as in (I); and tests of nonword repetition, grammatical production of past tense; and sentence repetition. (IV) Questionnaire to the schools covering type and dose of formal reading instruction, and who is providing this instruction (e.g., teacher or special teacher) and in what kind of context (individual, whole class, and/or in small groups of children). The investigators will perform analysis of primary and secondary outcomes and influence of background factors in a mixed linear model with time- and groupinteraction effects. Background factors will be presented with relevant descriptive statistics, such as mean and standard deviations. ;

Study Design

Related Conditions & MeSH terms

Clinical Trial Details

NCT number	NCT05295472
Study type	Interventional
Source	Karolinska Institutet
Contact
Status	Completed
Phase	N/A
Start date	August 1, 2021
Completion date	June 30, 2023

View Details

See also
Status	Clinical Trial	Phase
Completed	`NCT05242575` - The Influence of Immersive Virtual Field Trips on Academic Vocabulary	N/A
Enrolling by invitation	`NCT04508699` - Semantic Learning Deficits in School Age Children With Developmental Language Disorder	N/A
Recruiting	`NCT06026124` - Retrieval-Based Word Learning in Developmental Language Disorder During Book Reading	N/A
Recruiting	`NCT05901493` - Category Learning Retention in Adults With and Without Developmental Language Disorder	N/A
Not yet recruiting	`NCT05988190` - Contextual Word Learning in Children With Developmental Language Disorder	N/A
Recruiting	`NCT05268341` - Neuroimaging Reveals Treatment-related Changes in DLD	N/A
Active, not recruiting	`NCT05325333` - Retrieval-Based Word Learning in Developmental Language Disorder	N/A
Completed	`NCT06001866` - Retrieval-Based Word Learning in Developmental Language Disorder: Verb Learning	N/A
Recruiting	`NCT05953077` - The Effect of Prior Learning on Treatment of Morpheme Errors	N/A
Recruiting	`NCT05678634` - Optimizing Feedback-based Learning in Children With Developmental Language Disorder	N/A
Recruiting	`NCT06156865` - Using Neuroimaging and Behavioral Assessments to Understand Late Talking	N/A
Recruiting	`NCT05767242` - Early Neurophysiological Markers of Language Impairments
Recruiting	`NCT04902508` - Evaluation of an Explicit Approach	N/A
Terminated	`NCT05127863` - Efficacy of a Pragmatic Intervention to Improve Adaptation to Context and Interlocutor	N/A
Recruiting	`NCT06085300` - The Relationship Between Child Language Proficiency and Language of Treatment on the Outcomes of Bilingual Children With Developmental Language Disorder	N/A
Recruiting	`NCT04558541` - A Developmental Framework For Linking Phonological And Morpho-syntactic Sequential Pattern Rules In DLD: Production	N/A
Recruiting	`NCT04531514` - A Framework For Linking Sequential Pattern Rules in DLD: Perception in Toddlers	N/A
Recruiting	`NCT04996472` - A Framework For Linking Sequential Pattern Rules in DLD: Perception in Adults	N/A
Active, not recruiting	`NCT03782493` - Maximizing Outcomes for Preschoolers With Developmental Language Disorders	Phase 2
Recruiting	`NCT05445687` - Rehabilitation of Narrative Language in Children With Hearing Impairment and Developmental Language Disorder	N/A