Working Memory Training for Children With Dyslexia

Dyslexia Clinical Trial

Official title:

Computerized Working Memory Training for Children With Dyslexia

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT02429739
• Other study ID #: Sorlandet Hospital 2014/1057
• Status: Completed
• Phase: N/A
• First received: April 24, 2015
• Last updated: April 25, 2016
• Start date: October 2014
• Est. completion date: April 2016

Study information

• Verified date: April 2016
• Source: Sorlandet Hospital HF
• Contact: n/a
• Is FDA regulated: No
• Health authority: Norway: Regional Ethics Committee
• Study type: Interventional

Clinical Trial Summary

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.

Description:

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.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 32
• Est. completion date: April 2016
• Est. primary completion date: April 2016
• Accepts healthy volunteers: No
• Gender: Both
• Age group: 9 Years to 16 Years

Eligibility

Inclusion Criteria:

• Dyslexia

Exclusion Criteria:

• Mental retardation (IQ below 70)

Study Design

Allocation: Randomized, Endpoint Classification: Efficacy Study, Intervention Model: Parallel Assignment, Masking: Single Blind (Outcomes Assessor), Primary Purpose: Treatment

Related Conditions & MeSH terms

• Dyslexia

Intervention

Behavioral:
• Working memory Training
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

Locations

Country	Name	City	State
Norway	Sorlandet Hospital	Arendal	Aust-Agder

Sponsors (1)

Lead Sponsor	Collaborator
Sorlandet Hospital HF

Country where clinical trial is conducted

Norway, 

References & Publications (12)

Alloway, T. P. a nd Gathercole, S.E. Red.(2006) Working Memory an Neurodevelopmental Disorders Hove, UK Psychology Press

Baddeley A. The episodic buffer: a new component of working memory? Trends Cogn Sci. 2000 Nov 1;4(11):417-423. — View Citation

Baddeley A. Working memory and language: an overview. J Commun Disord. 2003 May-Jun;36(3):189-208. Review. — View Citation

Beneventi H, Tønnessen FE, Ersland L, Hugdahl K. Executive working memory processes in dyslexia: behavioral and fMRI evidence. Scand J Psychol. 2010 Jun 1;51(3):192-202. doi: 10.1111/j.1467-9450.2010.00808.x. Epub 2010 Mar 15. — View Citation

Cogmed Working Memory Training (2012) Pearson assesment.no

Høien, T (2012) LOGOS; Teoribasert diagnostisering av lesevansker, Logometrica

Holmes J, Gathercole SE, Dunning DL. Adaptive training leads to sustained enhancement of poor working memory in children. Dev Sci. 2009 Jul;12(4):F9-15. doi: 10.1111/j.1467-7687.2009.00848.x. — View Citation

Hulme, C & Snowling, M.J.(2009) Developmental Disorders and Language Learning and Cognition, Chichester, WS.: Wiley - Blackwell

Klingberg T. Training and plasticity of working memory. Trends Cogn Sci. 2010 Jul;14(7):317-24. doi: 10.1016/j.tics.2010.05.002. Epub 2010 Jun 16. Review. — View Citation

Klingberg, T (2012). Slik lærer hjernen. Oslo: Pax forlag

Ottem, E og Frost, J (2010) Språk 6-16 Screeningtest, Statped, Bredtvet kompetansesenter

Swanson, H.L. (2006). Working memory and reading disabilities. I Alloway, T. & Gathercole, S (Red), Working Memory and Neurodevelopmental Disorders. (s. 59 - 88 9, Hove (UK): Psychology Press

* Note: There are 12 references in all — Click here to view all references

Outcome

Type	Measure	Description	Time frame	Safety issue
Other	Executive function	The ADHD Rating Scale-IV	Before and after training period of 5 weeks	No
Primary	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	Change from Baseline assessment to follow-up testing in 14 weeks	No
Secondary	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	Change from Baseline assessment to follow-up testing in 14 week	No

External Links

•   Computerized Working Memory Training, RoboMemo
•   Standardized Norwegian computerized test for reading processes