Our main objective is to investigate if and how advanced reading skills such as text comprehension and text reading develop among children who have a familial risk of dyslexia in comparison to a control group. Furthermore we would like to…
ID
Source
Brief title
Condition
- Other condition
Synonym
Health condition
dyslexie
Research involving
Sponsors and support
Intervention
Outcome measures
Primary outcome
- Performance (reaction times and accuracy) on behavioural tests investigating
reading comprehension, text reading, word reading, vocabulary, spelling and
executive functioning.
- Brain measures during phonological, orthographic and semantic judgement tasks
Secondary outcome
There is data available from earlier measurements with the same children, these
data may be linked to the data from the present study.
Background summary
In our modern society reading is a very important skill. However, for a small
subgroup of about 5 percent of the population reading is a skill that is very
hard to acquire. This group of children is often diagnosed with dyslexia. They
show persistent difficulties with the decoding of words from letters to sounds
despite a normal intelligence and adequate schooling. Dyslexia is partially
hereditary, children with a parent with dyslexia have a risk of 30-60% to
develop dyslexia themselves. It has been shown that children and adults with
dyslexia show different patterns of brain activity during reading tasks in
comparison to control groups.
Some but not all children with dyslexia have, in addition to word reading
difficulties, also problems with more advanced reading skills such as reading
comprehension and text reading. Furthermore, the final reading level that
children with dyslexia achieve is highly variable. There is relatively little
research that has investigated the different outcomes of dyslexia. The present
study aims to change this by linking patterns of brain activity to advanced
reading skills, and to data collected in a longitudinal study of dyslexia.
Study objective
Our main objective is to investigate if and how advanced reading skills such as
text comprehension and text reading develop among children who have a familial
risk of dyslexia in comparison to a control group. Furthermore we would like to
investigate whether at-risk children with and without dyslexia differ
quantitatively or qualitatively on measures of brain activity, and whether
normalisation or compensation (in comparison to the control group) takes place
in the brain among the better at-risk readers.
Study design
A quasi-experimental approach will be used. Children with a familial risk for
dyslexia will be compared with a control group, and within the at-risk group a
comparison will be made between children with and without dyslexia.
Study burden and risks
The children and their parents will be invited to the NeuroImaging Centrer
(NIC) for one whole-day or two half-day visits close together in time,
depending on the preference of the parents and the child. During one 90-120
minute session the behavioural measures will be conducted, and during another
session the ElectroEncephaloGraphy (EEG) will be recorded while the children
perform judgement tasks. Including application of the EEG this will take
another 90-120 minutes. In addition, the children will be asked to complete a
digital test of reading comprehension, listening comprehension and vocabulary
at home at the end of grade 6. If the children have not been tested at the NIC
at the end of grade 6, a short 30 minute measurement will take place at the end
of grade 6. There are no risks associated with the EEG or the behavioural tests
used during this study.
P.O. Box 716
9700 AS Groningen
NL
P.O. Box 716
9700 AS Groningen
NL
Listed location countries
Age
Inclusion criteria
- Children who have participated in the Dutch Dyslexia Program (for the pilot not applicable)
- Attending a regular primary or secondary school
- Parental informed consent for participation
- Child*s informed consent for participation if the child is older than 12
Exclusion criteria
- Uncorrected vision or hearing problems
- Brain damage as a result of injury or a medical condition
- Serious health or psychiatric problems as reported by the parents
- When children wear contact lenses they have to have glasses with a similar strength in
order to take part in the EEG part of this study
- Children with an IQ below 85 (determined on the basis of previous research)
- Children with a history of serious speech and language problems (determined on the basis
of previous research)
Design
Recruitment
Followed up by the following (possibly more current) registration
No registrations found.
Other (possibly less up-to-date) registrations in this register
No registrations found.
In other registers
| Register | ID |
|---|---|
| CCMO | NL39988.042.12 |