[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"dyslexia-developmental\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:dyslexia-developmental":29},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,3,0,[8,56,89],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":15,"eligibilityCriteria":16,"healthyVolunteers":17,"sex":18,"minAge":19,"maxAge":20,"enrollmentInfo":21,"targetDuration":4,"studyType":24,"phases":25,"briefSummary":27,"conditions":28,"keywords":34,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":44,"lastUpdatePostDateStruct":45,"startDateStruct":48,"completionDateStruct":50,"leadSponsor":52,"locationsCount":55},"100634946","enhancing-letter-speech-sound-learning-and-reading-network-activation-with-transcranial-electrical-stimulation-100634946",false,"NCT07546292","Enhancing Letter-Speech Sound Learning and Reading Network Activation With Transcranial Electrical Stimulation","Transcranial Electrical Stimulation and the Reading Brain: Toward Novel Interventions for Reading Impairments","LexiStim","Inclusion Criteria:\n\n* Age 18-35\n* All genders\n* Written informed consent by the participant\n* German speaking (native)\n* Right-handed\n\nExclusion Criteria:\n\n* Diagnoses of neurological disorders, intellectual disabilities, or psychiatric disorders (We do not exclude participants with common comorbidities of dyslexia, specifically dyscalculia, Attention Deficit\u002FHyperactivity Disorder, or Autism Spectrum Disorders)\n* History of any acquired brain damage or evidence of fetal alcohol syndrome\n* Hearing problems and vision problems that cannot be corrected\n* Inability to follow procedures or understand the instructions given in (Swiss-)German\n* Current use of psychoactive medications or substances, or a history of substance abuse that may affect brain function, performance or MRI signal quality\n* A nonverbal IQ \\\u003C 80\n* Having previously participated in a transcranial electrical stimulation study\n* Knowledge to read or write in a language using foreign letters (i.e., different from the Latin alphabet)\n* Contraindications to brain stimulation or MRI, such as: History of epilepsy or severe migraine; Skull breach such as craniotomy; Wearing neurostimulators or cardiac pacemakers; Wearing hearing aid devices or cochlear implants, which are not MR safe; Having metal pieces in their body (e.g., piercings that cannot be removed and contain metal, screws or plates from surgical operations, wounds from metal splinters or similar); Claustrophobia or problems lying in the scanner (e.g., pain, anxiety); Previous surgery on the head or heart; Being pregnant (a pregnancy test will be conducted at the MR center before the measurement if a female participant suspects she might be pregnant or is uncertain about her pregnancy status according to the Swiss Ethics Leitlinie:\n\nhttps:\u002F\u002Fswissethics.ch\u002Fassets\u002Fpos\\_papiere\\_leitfaden\u002F20110906\\_kek\\_mri.pdf); Having problems lying still (strong cold, tremor, etc.); Wearing non-removable dental braces",true,"ALL","18 Years","35 Years",{"count":22,"type":23},60,"ESTIMATED","INTERVENTIONAL",[26],"NA","This study investigates the effects of transcranial electrical stimulation (tES) on the brain and its potential to enhance reading-related learning. Adult participants with a range of reading abilities will receive transcranial random noise stimulation (tRNS) while they perform an artificial orthography learning task. This task simulates letter-speech sound learning, an important first step during reading acquisition known to be impaired in individuals with developmental dyslexia. The effects of the intervention will be assessed using both behavioral measures and functional magnetic resonance imaging (fMRI).",[29,30,31,32,33],"Dyslexia, Developmental","Reading","Dyslexia","Learning","Learning Disabilities",[31,35,36,37,38,39,40,41,42],"tRNS","transcranial electrical stimulation","non-invasive brain stimulation","neuromodulation","reading","functional magnetic resonance imaging","fMRI","audiovisual-learning","RECRUITING","2026-05-19",{"date":46,"type":47},"2026-05-22","ACTUAL",{"date":49,"type":47},"2026-04-23",{"date":51,"type":23},"2027-06",{"name":53,"class":54},"Silvia Brem","OTHER",1,{"id":57,"slug":58,"hasResults":11,"nctId":59,"briefTitle":60,"officialTitle":60,"acronym":61,"eligibilityCriteria":62,"healthyVolunteers":17,"sex":18,"minAge":63,"maxAge":64,"enrollmentInfo":65,"targetDuration":4,"studyType":24,"phases":67,"briefSummary":68,"conditions":69,"keywords":73,"overallStatus":43,"whyStopped":4,"lastUpdateSubmitDate":79,"lastUpdatePostDateStruct":80,"startDateStruct":82,"completionDateStruct":84,"leadSponsor":86,"locationsCount":88},"100570947","intervention-effectiveness-study-of-better-at-learning-beatle--digital-neuropsychological-rehabilitation-program-100570947","NCT06713863","Intervention Effectiveness Study of BEtter AT LEarning (BEATLE)- Digital Neuropsychological Rehabilitation Program","BEATLE","For inclusion, the International Classification of Diseases 10th edition (ICD-10; WHO, 2018) diagnostic criteria accompanied with Finnish Current Care Guidelines will be used as follows:\n\nDevelopmental Language Disorder Verbal reasoning skills (Verbal Reasoning Index = VCI) 1.5 standard deviations lower than average (\\\u003C 78 Index points) Intact non-verbal reasoning skills (Perceptual Reasoning Index = PRI) \\> 84 index points) Normal or fixed to normal hearing and vision Adequate skills in Finnish: Finnish either as a native language, major household language or adequate reported performance in Finnish school system.\n\nDyslexia Measured reading accuracy and comprehension two standard deviations (-2 standard deviations) lower than anticipated when the chronological age and IQ have been taken into account Normal of fixed to normal hearing and vision Adequate skills in Finnish: Finnish either as a native language, major household language or adequate reported performance in Finnish school system.\n\nMixed Developmental Disorder Wide developmental and learning difficulties (69 \\\u003C PRI \\\u003C 84, 69 \\\u003C VCI \\\u003C 84) Normal or fixed to normal hearing and vision Adequate skills in Finnish: Finnish either as a native language, major household language or adequate reported performance in Finnish school system.\n\nExclusion Criteria:\n\nAll exclusion criteria will be addressed individually. If a respondent fulfills one or more of the exclusion criteria, the respondent will be dropped out. Exclusion criteria are formed as follows:\n\nSuspicion of mild intellectual disability Both verbal and non-verbal reasoning skills more than two standard deviations lower than average (VCI \\& PRI \\\u003C 70) Weak (-2 Standard Deviations) performance on both subtests representing fluid intelligence (Wechsler's Intelligence Scale for Children IV (WISC-IV): Matrix reasoning and Picture concepts)\n\nDiagnosis of Autism Spectrum Disorder\n\nUntreated Attention-Deficit Hyperactivity Disorder\n\nUnable to adequately use a a computer and\u002For a smartphone","12 Years","16 Years",{"count":66,"type":23},312,[26],"The purpose of this study is to evaluate the effectiveness of BEATLE with clinical samples of patients diagnosed with Developmental Language Disorder (DLD), Dyslexia, and Mixed Specific Developmental Disorder. A randomized controlled trial with a waitlist design will be employed. The objective is to assess potential changes in perceived self-efficacy, self-compassion, executive functioning, and attitudes toward learning as reported by the participants, their guardians (parents), and teachers. Additionally, this study aims to examine the correlation between the usage of the Digital Care Pathway (DCP) and its effectiveness.",[29,70,71,72],"Developmental Language Disorder","Specific Learning Disorder","Borderline Intellectual Functioning",[74,75,76,77,78],"eHealth","Adolescence","Intervention","Effectiveness","RCT","2025-05-05",{"date":81,"type":47},"2025-05-08",{"date":83,"type":23},"2025-05-01",{"date":85,"type":23},"2028-04",{"name":87,"class":54},"Helsinki University Central Hospital",2,{"id":90,"slug":91,"hasResults":11,"nctId":92,"briefTitle":93,"officialTitle":93,"acronym":4,"eligibilityCriteria":94,"healthyVolunteers":11,"sex":18,"minAge":95,"maxAge":96,"enrollmentInfo":97,"targetDuration":4,"studyType":24,"phases":99,"briefSummary":100,"conditions":101,"keywords":102,"overallStatus":109,"whyStopped":4,"lastUpdateSubmitDate":110,"lastUpdatePostDateStruct":111,"startDateStruct":113,"completionDateStruct":115,"leadSponsor":117,"locationsCount":4},"100547056","tackling-two-of-the-most-important-unresolved-tasks-in-reading-intervention-100547056","NCT06403007","Tackling Two of the Most Important Unresolved Tasks in Reading Intervention","Inclusion Criteria:\n\n1. Formal parent consent letter received\n2. Child assent received\n3. Screening phase data: We use 2 reading screening measures in a screening phase of the study. These are: Sight Word Reading Efficiency (real words) from the Test of Word Reading Efficiency (TOWRE-2; Torgesen et al., 2012), and the (Sight Word Reading Efficiency (real words) and Phonemic Decoding Efficiency (nonwords) from the Test of Word Reading Efficiency (TOWRE-2; Torgesen et al., 2012), and the Test of Silent Word Reading Fluency-2 (TOSWRF-2; Mather et al., 2014)). Two scores of 3 below a standard score of 90 includes a child in the study.\n\nExclusion Criteria:\n\n1. No parent consent\n2. No child assent\n3. Two scores of 3 NOT below a standard score of 90 includes a child in the study.\n4. Teacher judgement that child not ready or suited for the intervention.","6 Years","9 Years",{"count":98,"type":23},637,[26],"An important question in education is how to help young children who struggle to learn to read despite being well-taught in their regular classrooms. Many of the children with low reading ability also come from disadvantaged backgrounds.\n\nThere is not a lot of evidence on how to support children with low reading ability become better readers. This is especially true when children still have low reading ability despite experiencing attempts to teach them in both their regular whole class and then in small groups. As a result, in this study we will explore the best ways of training teachers to use programs that we have developed to support reading for these children who have not responded well to earlier teaching (this is one of the tough jobs in our project title). These programs have several new elements. One element is teaching morphology. Morphology means shared word meanings such as the shared meanings between words like sign, design, signal, and signature. Another element is called set-for-variability. This means teaching children to have mental flexibility in using relationships between letters and sounds to read English. We will run our study to see whether including these new elements leads to children with low reading ability improving their reading. By doing this we will help children teachers and families and also contribute to a science of reading.\n\nTo achieve these goals, we will carry out two phases of study. In phase 1, we will randomly allocate 50 schools to one condition where we will teach morphology and 50 schools to the other condition where we will teach set-for-variability. In all schools we will also encourage teachers to teach children to use the relationships between letters and sounds to read words. This is called phonics. Doing such work and still having impact in a large number of schools is a major challenge. This is the second of the tough jobs referred to in our project title. In each school we will come in and train teachers of grade 1 and 2 children how to use our programs, and focusing on the children who have low reading ability. In the second part of the study, we will work with a smaller set of children in Grade 3 who still have low reading ability despite our earlier work. In this latter case the groups of children may be both smaller in number and the teaching may go on for longer to have an effect.",[29],[39,103,104,105,106,107,108],"intervention","phonics","morphology","set-for-variability","dyslexia","prevention","NOT_YET_RECRUITING","2024-05-02",{"date":112,"type":47},"2024-05-07",{"date":114,"type":23},"2024-08-31",{"date":116,"type":23},"2027-08-31",{"name":118,"class":54},"York University"]