[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"reading-disability\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:reading-disability":28},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,3,0,[8,52,83],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":4,"eligibilityCriteria":15,"healthyVolunteers":11,"sex":16,"minAge":17,"maxAge":18,"enrollmentInfo":19,"targetDuration":4,"studyType":22,"phases":23,"briefSummary":25,"conditions":26,"keywords":29,"overallStatus":39,"whyStopped":4,"lastUpdateSubmitDate":40,"lastUpdatePostDateStruct":41,"startDateStruct":44,"completionDateStruct":46,"leadSponsor":48,"locationsCount":51},"100651721","brain-stimulation-paired-with-structured-reading-instruction-in-children-with-dyslexia-100651721",false,"NCT07762365","Brain Stimulation Paired With Structured Reading Instruction in Children With Dyslexia","A Study of Transcranial Electrical Stimulation (tES) Paired With Structured Learning Protocols for Accelerated Skill Acquisition: Sub-Protocol B (Pediatric Reading Support for Children With Dyslexia and Reading Disabilities)","Inclusion Criteria:\n\n* Children aged 7 to 17 years inclusive\n* Diagnosed with developmental dyslexia or related reading disability, OR exhibiting reading difficulties consistent with developmental dyslexia (for example, performing below the participant's expected grade level on a standardized reading assessment), as identified by the participant's educator, reading practitioner, caregiver, or clinician. A formal clinical diagnosis is not required for enrollment.\n* Concurrently receiving or able to receive structured reading instruction during the intervention period\n* Parent or legal guardian able and willing to provide informed permission\n* Participant able and willing to provide age-appropriate assent\n\nExclusion Criteria:\n\n* History of epilepsy or any seizure disorder\n* Active skin disease, open wounds, or significant skin irritation at electrode contact sites\n* Implanted electronic medical devices where stimulation would be contraindicated per device manufacturer guidance or investigator judgment after individual risk assessment\n* Significant cognitive impairment beyond reading-related difficulties that would interfere with assent or study participation\n* Any other condition that, in the investigator's judgment, would compromise participant safety or the integrity of the study data","ALL","7 Years","17 Years",{"count":20,"type":21},60,"ESTIMATED","INTERVENTIONAL",[24],"NA","This study investigates whether transcranial electrical stimulation (tES) delivered during structured reading instruction affects reading proficiency in children with developmental dyslexia and related reading disabilities.\n\nChildren aged 7 to 17 who have been identified as having dyslexia or reading difficulties are randomly assigned in equal numbers to receive either active stimulation or sham (placebo) stimulation while completing structured reading instruction. Participants wear a non-invasive transcranial electrical stimulation headset that delivers a low-level electrical current through electrodes resting on the scalp. Sessions typically last 20 to 30 minutes and may take place at home or in person at a participating site. A trained adult is present and supervising for every session.\n\nReading proficiency is measured with standardized assessments before and after the intervention period. A follow-up assessment may be conducted up to 12 months after the intervention ends.\n\nThe device used in this study is investigational and has not been approved or cleared by the U.S. Food and Drug Administration.",[27,28],"Dyslexia","Reading Disability",[30,31,32,33,34,35,36,37,38],"transcranial electrical stimulation","tES","transcranial direct current stimulation","tDCS","dyslexia","reading fluency","structured literacy","pediatric","neuromodulation","RECRUITING","2026-08-08",{"date":42,"type":43},"2026-08-13","ACTUAL",{"date":45,"type":21},"2026-11-01",{"date":47,"type":21},"2032-06-01",{"name":49,"class":50},"General Neuro Inc.","INDUSTRY",1,{"id":53,"slug":54,"hasResults":11,"nctId":55,"briefTitle":56,"officialTitle":57,"acronym":4,"eligibilityCriteria":58,"healthyVolunteers":59,"sex":16,"minAge":60,"maxAge":61,"enrollmentInfo":62,"targetDuration":4,"studyType":22,"phases":64,"briefSummary":65,"conditions":66,"keywords":67,"overallStatus":39,"whyStopped":4,"lastUpdateSubmitDate":73,"lastUpdatePostDateStruct":74,"startDateStruct":76,"completionDateStruct":78,"leadSponsor":80,"locationsCount":51},"100479478","noninvasive-brain-stimulation-to-enhance-reading-comprehension-ability-in-adults-100479478","NCT05523505","Noninvasive Brain Stimulation to Enhance Reading Comprehension Ability in Adults","Bridging the Gap Between Brain Network Science and High-definition Non-invasive Brain Stimulation to Develop a Scalable Adult Literacy Intervention","Inclusion Criteria:\n\nThis study will be open to all right-handed, native English monolingual speakers, who meet eligibility criteria regardless of race, gender, minority or socioeconomic status. Due to age-related differences in the language and learning processes, the age range of subjects will be a minimum of 18 years and a maximum of 40 years.\n\nExclusion Criteria:\n\nWe will exclude individuals with a personal medical history of stroke or seizures or those taking medications specifically prescribed for the treatment of stroke or seizures. However, participants who are on medications that carry an associated risk of stroke or seizures but are not prescribed for these conditions (e.g., anticonvulsants prescribed for pain or behavioral reasons) will remain eligible. Exclusion criteria will be determined by follow-up telephone screenings conducted by lab KSP and is as follows:\n\n1. previous diagnosis of Intellectual Disability;\n2. known uncorrectable visual impairment;\n3. documented hearing impairment greater than or equal to a 25 dB loss;\n4. medical contraindication to MRI procedures (e.g., metal devices);\n5. known IQ below 70;\n6. a pervasive developmental disorder;\n7. any known neurologic pathology, including epilepsy, spina bifida, cerebral palsy, traumatic brain injury, and brain tumors;\n8. recent medical diagnosis of migraines;\n9. pregnancy;\n10. history of syncope;\n11. severe fatigue,\n12. bilingualism or low English proficiency;\n13. poor reading ability that will prevent completion of the tasks; and\n14. comorbid severe psychiatric disorders will be excluded;\n15. a personal medical history of stroke or seizures;\n16. hair styles that do not allow for proper EEG net fitting, or that pose potential risks for damage to EEG net",true,"18 Years","40 Years",{"count":63,"type":21},100,[24],"The goal of this project is to address the urgent need for effective, scalable adult literacy interventions by integrating breakthroughs in two separate fields: 1.) the brain network science of resilience to reading disorders and 2.) high-definition non-invasive brain network stimulation. This study will first establish the efficacy of a novel, noninvasive stimulation protocol on reading behavior and brain metrics; then will determine how stimulation-induced effects interact with baseline reading comprehension ability; and lastly, will identify whether stimulation-induced effects are more clinically-beneficial than canonical behavioral interventions. Results may change the foundation for how we treat low adult literacy, and have the potential for wider reaching impacts on non-invasive stimulation protocols for other clinical disorders.",[28],[68,69,70,71,72],"Neuroimaging","Adults","Non-invasive Brain Stimulation","Reading","Reading Comprehension","2025-07-29",{"date":75,"type":43},"2025-08-01",{"date":77,"type":43},"2022-11-07",{"date":79,"type":21},"2026-09-10",{"name":81,"class":82},"Vanderbilt University","OTHER",{"id":84,"slug":85,"hasResults":11,"nctId":86,"briefTitle":87,"officialTitle":88,"acronym":4,"eligibilityCriteria":89,"healthyVolunteers":11,"sex":16,"minAge":90,"maxAge":91,"enrollmentInfo":92,"targetDuration":4,"studyType":22,"phases":94,"briefSummary":95,"conditions":96,"keywords":98,"overallStatus":39,"whyStopped":4,"lastUpdateSubmitDate":102,"lastUpdatePostDateStruct":103,"startDateStruct":105,"completionDateStruct":107,"leadSponsor":109,"locationsCount":51},"100492502","the-role-of-knowledge-retrieval-in-inference-making-100492502","NCT05692973","The Role of Knowledge Retrieval in Inference-making","The Role of Knowledge Retrieval in Inference-making Among Struggling Readers","Inclusion Criteria:\n\n* performance below a a standard score of 93 on the Test of Silent Reading Efficiency\n\nExclusion Criteria:\n\n* clinical diagnosis of a significant cognitive impairment\n* clinical diagnosis of a significant behavioral disability","8 Years","14 Years",{"count":93,"type":21},316,[24],"This project will (a) examine the relationship between knowledge retrieval and inferencing; (b) determine the effectiveness of an intervention that improves knowledge retrieval and inferencing among struggling readers; and (c) expand research opportunities for undergraduates. The research design uses 316 struggling readers in grades 4-6 of diverse backgrounds. The effects of knowledge retrieval (accuracy and speed) on inferencing will be modeled without dichotomizing the distribution. Linear mixed effect models will be fit to determine whether reader characteristics make unique contributions to inferencing across the posttest and follow-up data collection time points. First, several structural models will be considered as students may be nested in teachers, schools, and tutors. Unconditional models will estimate the intraclass correlation for each level of the study design. If significant interclass correlations emerge, multilevel models will be fit to evaluate the effectiveness of the intervention while controlling for covariates such as pre-test performance on inference-related measures and child-attributes such as English learner status. The primary analysis plan assumes an intent-to-treat model in which the efficacy of two intact conditions will be tested. Effect sizes will be estimated to report the magnitude of difference between the two conditions. Expected outcomes include (a) the identification of a method that effectively facilitates knowledge retrieval and the application of relevant knowledge to form inferences among elementary struggling readers from diverse backgrounds; (b) the validation of an intervention that teaches struggling readers how to activate, retrieve, and interweave relevant knowledge with information in the text and accurately form inferences while reading that can be broadly implemented in general education classrooms; and (c) expansion of undergraduate research opportunities, particularly among students from diverse backgrounds who have been historically underserved.",[28,97],"Reading Problem",[99,100,101],"Inference-making","Knowledge retrieval","Reading comprehension","2023-06-21",{"date":104,"type":43},"2023-06-23",{"date":106,"type":43},"2023-05-31",{"date":108,"type":21},"2027-08-31",{"name":110,"class":82},"William Jewell College"]