Dyslexia

Current Location

23 Dyslexia Trials Near You

Power is an online platform that helps thousands of Dyslexia patients discover FDA-reviewed trials every day. Every trial we feature meets safety and ethical standards, giving patients an easy way to discover promising new treatments in the research stage.

Learn More About Power
No Placebo
Highly Paid
Stay on Current Meds
Pivotal Trials (Near Approval)
Breakthrough Medication

Virtual Simulation Training for Home Healthcare Workers

Columbus, Ohio
Overview. The investigators will collect preliminary data on the extent to which the knowledge gained from the enhanced HH-VSTS transfers to a real-world environment. Following abbreviated use of the enhanced HH-VSTS, participants will perform a walk-through of a realistic environment to assess their learning.
No Placebo Group

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased

24 Participants Needed

Reading Program for Language Developmental Disorders

Columbus, Ohio
The goal of this study is to examine the impact of a caregiver-implemented shared reading program, Sit Together and Read (STAR), on children ages 4 to 5 with developmental language disorder. The main questions it aims to answer are: * how much STAR impacts children's literacy skills in the short-term and long-term--up to two-years after completing STAR. * how do caregiver supports in the form of small monetary rewards or encouraging texts help caregivers to implement STAR at its intended frequency of sessions per week. Caregiver participants will be assigned to either a control group or one of three STAR groups. Children's skills related to literacy and learning will be assessed before the intervention starts, at the end of the intervention, and every six months post-intervention for two years. Researchers will determine the short term and long term impacts of STAR compared to the control group. Researchers will compare the three STAR conditions to see if the rewards or encouragement helped parents to follow through with completing more STAR sessions.
No Placebo Group

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased
Age:48 - 71

320 Participants Needed

Let's Know! Intervention for Childhood Language Disorders

Columbus, Ohio
In the proposed project, the investigators will conduct a multisite randomized controlled trial (RCT) to determine the efficacy of Let's Know!2, a small-group, language focused comprehension intervention, on children's lower- and higher-level language skills and comprehension skills in the short- and long-term (Specific Aims 1 and 2). The investigators will also explore whether intervention effects are moderated by dosage, initial language skill, developmental language disorder (DLD) status, word reading skill, nonverbal IQ, and family socioeconomic status (Specific Aim 3). Children who have low language skills and are thus at risk for reading comprehension difficulties will participate in the study. Children will be randomly assigned to receive Let's Know! in small groups at their respective schools or to a business-as-usual control condition. The investigators will measure children's language and comprehension skills at the beginning and end of Grade 1 as well as in Grade 2 and Grade 3. The investigators hypothesize that children who experience Let's Know! will end Grade 1 with higher language skills than children in the control condition and that this will translate into better listening and reading comprehension skills as these children matriculate through elementary school.
No Placebo Group

Trial Details

Trial Status:Active Not Recruiting
Trial Phase:Unphased
Age:5 - 12

241 Participants Needed

Medication + Reading Tutoring for Learning Disabilities in Neurofibromatosis Type 1

Nashville, Tennessee
Neurofibromatosis Type 1 (NF1) is a common genetic disorder that is associated with a four times greater risk of learning disabilities, including reading disabilities, and a deficiency of neurofibromin - a protein important in a signaling pathway that regulates learning and memory. Our previous work (NS49096) demonstrated that school-age children with NF+RD can respond to standard phonologically-based reading tutoring originally developed to treat reading disability in the general population. Combining our work with that by other researchers suggesting that a medication (Lovastatin) may counteract the effects of the deficient neurofibromin, and possibly ameliorate learning disabilities in NF1, the investigator propose to examine the synergistic effects of medication plus reading tutoring.

Trial Details

Trial Status:Active Not Recruiting
Trial Phase:Phase 2
Age:8 - 20

120 Participants Needed

Brain Stimulation for Dyslexia

Nashville, Tennessee
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.

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased
Age:18 - 40

100 Participants Needed

Coordinated Intervention for Learning Disabilities

Nashville, Tennessee
The main purpose of this clinical trials is to explore short-term effects of coordinated intervention versus the business-as-usual school program on the primary endpoints of post-intervention word-reading fluency and arithmetic fluency. The study population is students who begin 1st grade with delays in word reading and calculations. Students who meet entry criteria are randomly assigned to coordinated intervention across reading and math, reading intervention, math intervention, and a business-as-usual control group (schools' typical program). The 3 researcher-delivered interventions last 15 weeks (3 sessions per week; 30 minutes per session). Students in all 4 conditions are tested before researcher-delivered intervention begins and after it ends.
No Placebo Group

Trial Details

Trial Status:Enrolling By Invitation
Trial Phase:Unphased
Age:6 - 8

334 Participants Needed

Reading Tutoring for Executive Function Development in Children

Nashville, Tennessee
Despite the fact that a substantial number of school age children struggle with both reading and math acquisition, the brain mechanisms of the overlapping aspects of reading and math skills, thought in part to be linked via executive functions (EF), have not been unpacked. This project will use a longitudinal design, following children from Kindergarten through 1st grade, to understand how the brain networks associated with reading, math, and EF interact to predict academic outcomes and, in those who struggle academically, intervention response.
No Placebo Group

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased
Age:4 - 9

260 Participants Needed

Sleep for Enhanced Learning

Philadelphia, Pennsylvania
Acting adaptively requires quickly picking up on structure in the environment and storing the acquired knowledge for effective future use. Dominant theories of the hippocampus have focused on its ability to encode individual snapshots of experience, but the investigators and others have found evidence that it is also crucial for finding structure across experiences. The mechanisms of this essential form of learning have not been established. The investigators have developed a neural network model of the hippocampus instantiating the theory that one of its subfields can quickly encode structure using distributed representations, a powerful form of representation in which populations of neurons become responsive to multiple related features of the environment. The first aim of this project is to test predictions of this model using high resolution functional magnetic resonance imaging (fMRI) in paradigms requiring integration of information across experiences. The results will clarify fundamental mechanisms of how humans learn novel structure, adjudicating between existing models of this process, and informing further model development. There are also competing theories as to the eventual fate of new hippocampal representations. One view posits that during sleep, the hippocampus replays recent information to build longer-term distributed representations in neocortex. Another view claims that memories are directly and independently formed and consolidated within the hippocampus and neocortex. The second aim of this project is to test between these theories. The investigators will assess changes in hippocampal and cortical representations over time by re-scanning participants and tracking changes in memory at a one-week delay. Any observed changes in the brain and behavior across time, however, may be due to generic effects of time or to active processing during sleep. The third aim is thus to assess the specific causal contributions of sleep to the consolidation of structured information. The investigators will use real-time sleep electroencephalography to play sound cues to bias memory reactivation. The investigators expect that this work will clarify the anatomical substrates and, critically, the nature of the representations that support encoding and consolidation of novel structure in the environment.
No Placebo Group

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased
Age:18 - 35

105 Participants Needed

Brain Stimulation for Dyslexia

Atlanta, Georgia
The purpose of the proposed study is to use transcranial magnetic stimulation (TMS) to evaluate a neurobiological model of spoken word learning in older youth. Specifically, it is hypothesized that: (1) inhibition of the left dorsal stream will impact subsequent learning, processing, and retention of phonologically similar pseudowords; (2) the impact of dorsal stream inhibition on word learning will be associated with baseline levels of variability in neural activity, indicative of underlying differences in cortical excitability.

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased
Age:16 - 24

40 Participants Needed

fMRI Neurofeedback for Post-Stroke Reading Difficulties

West Orange, New Jersey
The overall goal of this project is to advance a biologically-based approach to treatment of reading disorders after stroke, which will expand the limits of cognitive rehabilitation. Using a novel brain imaging technique, called real-time functional magnetic resonance imaging (fMRI) neurofeedback combined with right hand motor imagery, this project will re-instate brain activity in the left language-dominant hemisphere. Stroke patients will practice modulating their own brain activity using fMRI neurofeedback signal and will select the most effective mental strategies that help them maintain brain activation patterns associated with better reading recovery.

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased

28 Participants Needed

Combined Exercise and Therapy for Post-Stroke Reading Deficits

West Orange, New Jersey
The goal of the proposed project is to test the effectiveness of a novel hybrid approach to treatment of reading disorders after stroke, in which exercise training will be used in combination with a targeted reading treatment. This approach is expected to increase cerebral circulation and help to rebuild and strengthen the damaged phonological neural networks. Through this combinatory approach, the study aims to enhance the reading and language improvements seen with existing treatments.
No Placebo Group

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased

70 Participants Needed

Phonemic Segmentation for Early Literacy

Montclair, New Jersey
This study will use an experimental design to explore if articulatory gestures (with letters and phonemic awareness training) enhance early literacy skills more than general mouth awareness training (with letters and phonemic awareness training) or letter/phonemic awareness training alone.
No Placebo Group

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased
Age:48 - 59

9 Participants Needed

GraphoLearn Reading Intervention for Dyslexia

New York, New York
The current project will carry out a large-scale, randomized controlled trial (RCT) to examine the effectiveness of a home-administered technology-based treatment for reading disability (GraphoLearn) in a diagnostically diverse children with reading disability (ages 6.0-10.00). To accomplish this rapidly and with minimal cost, the experimenters will leverage the Healthy Brain Network \[HBN\], an ongoing study of mental health and learning disorders in children ages 5.0-21.0 whose family have one or more concerns about behavior and/or learning (target n = 10,000; current enrollment = 3000+). The HBN includes comprehensive psychiatric, cognitive, electroencephalogram \[EEG\] and multimodal magnetic resonance imaging \[MRI\] characterizations for all participants, providing the present work rich data to build from. The present work will recruit 450 children (ages 6.0-10.0) with reading difficulty from the HBN. In order to evaluate GraphoLearn effectiveness the experimenters will compare reading (and related language skills) before and after a 12-week GraphoLearn reading intervention relative to an active (math) control. The experimenters also assess the stability of the reading gains by including a 12 week retention period ( with pre and post retention assessment). The experimenters hypothesize that they will observe significant gains in reading (and related language) skills relative to the math control conditions, but that these gains will be variable and predicted by participant and environment level factors (predictive models are explored under Aim 2). This evaluation will involve a 3 to 4 visit between groups longitudinal study with cross over elements to evaluate GraphoLearn in struggling readers ages 6-10 using and pre-post behavioral and EEG assessment.
No Placebo Group

Trial Details

Trial Status:Active Not Recruiting
Trial Phase:Unphased
Age:6 - 10

450 Participants Needed

Inference Intervention for Dyslexia

Excelsior Springs, Missouri
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.

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased
Age:8 - 14

316 Participants Needed

Noise Correlations Study for Dyslexia

Providence, Rhode Island
A fundamental problem in neuroscience is how the brain computes with noisy neurons. An advantage of population codes is that downstream neurons can pool across multiple neurons to reduce the impact of noise. However, this benefit depends on the noise associated with each neuron being independent. Noise correlations refer to the covariance of noise between pairs of neurons, and such correlations can limit the advantages gained from pooling across large neural populations. Indeed, a large body of theoretical work argues that positive noise correlations between similarly tuned neurons reduce the representational capacity of neural populations and are thus detrimental to neural computation. Despite this apparent disadvantage, such noise correlations are observed across many different brain regions, persist even in well-trained subjects, and are dynamically altered in complex tasks. The investigators have advanced the hypothesis that noise correlations may be a neural mechanism for reducing the dimensionality of learning problems. The viability of this hypothesis has been demonstrated in neural network simulations where noise correlations, when embedded in populations with fixed signal-to-noise ratio, enhance the speed and robustness of learning. Here the investigators aim to empirically test this hypothesis, using a combination of computational modeling, fMRI and pupillometry. Establishing a link between noise correlations and learning would open the door to an investigation into how brains navigate a tradeoff between representational capacity and the speed of learning.
No Placebo Group

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased

40 Participants Needed

Resiliency Programming for Caregivers of Children with Learning Disabilities

Boston, Massachusetts
This is a randomized open pilot trial enrolling up to 40 co-primary caregivers of children with LAD. Participants will be randomized to receive either mind-body resiliency group (SMART-LAD, intervention) or an evidence-based group intervention Health Education Program (HEP, control) which is a multiple behavior change program that addresses sleep, exercise, nutrition, substance use, and working with one's healthcare team. Both the SMART-3RP and HEP programs have been modified based on adaptions from our previous qualitative study.
No Placebo Group

Trial Details

Trial Status:Active Not Recruiting
Trial Phase:Unphased

40 Participants Needed

taVNS for Dyslexia

Gainesville, Florida
This is a pilot study to establish feasibility of transcutaneous auricular vagus nerve stimulation (taVNS) for improving letter-learning in adolescents with dyslexia. The main goals of the study are to 1) evaluate whether children in this age range will tolerate low level stimulation over the course of multiple sessions, 2) determine whether low level taVNS improves novel letter learning in dyslexia, and 3) evaluate the effect of low level taVNS on the brain's response to letters. Participants will complete fMRI before training, immediately after training, and a few weeks after training ends. Training will consist of six 30-minute lessons during which participants will learn novel letter-sound relationships while receiving either active or sham taVNS. Researchers will compare stimulation conditions to determine effect of this device on learning and neural plasticity.

Trial Details

Trial Status:Not Yet Recruiting
Trial Phase:Unphased
Age:10 - 12

100 Participants Needed

Motor Activities for Dyslexia

Galveston, Texas
The purpose of the research study is to investigate if daily motor activities, including fitness activities, gross motor skills, fine motor skills, and motor coordination activities result in physiological, cognitive, and behavioral benefits to children at Odyssey Academy. The study will compare students' performance after intervention by comparing an intervention period to a standard care period, and comparing intervention students to students engaged in standard school activities in the area of academic performance.
No Placebo Group

Trial Details

Trial Status:Active Not Recruiting
Trial Phase:Unphased
Age:5 - 13

120 Participants Needed

Motor Tasks + Lidocaine for Dyslexia

Edmonton, Alberta
Recent claims report that reading ability is partially dependent on speech production. While the evidence for this claim is compelling, it is not known to what extent, the speech production system contributes to successful reading performance in adult populations with dyslexia. One direct way to determine the influence of speech production feedback on reading performance is to measure reading performance in adults with dyslexia with an added motor component (i.e., sucking on a lollipop, holding a bite bar or numbing their oral mucosa with lidocaine). To adults with and without dyslexia 18 years of age and older (60 in total; 30 in each group), three experimental tasks will be administered under four conditions (no motor task, lollipop, bite bar and lidocaine). The first task asks whether the letter string being presented is a word or a nonword. Secondly, a motor sequencing task will be administered where adults will be asked to label pictures. For all tasks, the accuracy and speed of responses will be measured by a computer while participants wear a fNIRS cap.
No Placebo Group

Trial Details

Trial Status:Recruiting
Trial Phase:Phase 4

60 Participants Needed

Transcranial Magnetic Stimulation for Rolandic Epilepsy

Palo Alto, California
Benign epilepsy with centrotemporal spikes (BECTS) is the most common pediatric epilepsy syndrome. Affected children typically have a mild seizure disorder, but yet have moderate difficulties with language, learning and attention that impact quality of life more than the seizures. Separate from the seizures, these children have very frequent abnormal activity in their brain known as interictal epileptiform discharges (IEDs, or spikes), which physicians currently do not treat. These IEDs arise near the motor cortex, a region in the brain that controls movement. In this study, the investigators will use a form of non-invasive brain stimulation called transcranial magnetic stimulation (TMS) to determine the impact of IEDs on brain regions important for language to investigate: (1) if treatment of IEDs could improve language; and (2) if brain stimulation may be a treatment option for children with epilepsy. Participating children will wear electroencephalogram (EEG) caps to measure brain activity. The investigators will use TMS to stimulate the brain region where the IEDs originate to measure how this region is connected to other brain regions. Children will then receive a special form of TMS called repetitive TMS (rTMS) that briefly reduces brain excitability. The study will measure if IEDs decrease and if brain connectivity changes after rTMS is applied. The investigators hypothesize that the IEDs cause language problems by increasing connectivity between the motor cortex and language regions. The investigators further hypothesize that rTMS will reduce the frequency of IEDs and also reduce connectivity between the motor and language region
No Placebo Group

Trial Details

Trial Status:Recruiting
Age:5 - 18

36 Participants Needed

Why Other Patients Applied

"I've been struggling with ADHD and anxiety since I was 9 years old. I'm currently 30. I really don't like how numb the medications make me feel. And especially now, that I've lost my grandma and my aunt 8 days apart, my anxiety has been even worse. So I'm trying to find something new."

FF
ADHD PatientAge: 31

"I've tried several different SSRIs over the past 23 years with no luck. Some of these new treatments seem interesting... haven't tried anything like them before. I really hope that one could work."

ZS
Depression PatientAge: 51

"I was diagnosed with stage 4 pancreatic cancer three months ago, metastatic to my liver, and I have been receiving and responding well to chemotherapy. My blood work revealed that my tumor markers have gone from 2600 in the beginning to 173 as of now, even with the delay in treatment, they are not going up. CT Scans reveal they have been shrinking as well. However, chemo is seriously deteriorating my body. I have 4 more treatments to go in this 12 treatment cycle. I am just interested in learning about my other options, if any are available to me."

ID
Pancreatic Cancer PatientAge: 40

"My orthopedist recommended a half replacement of my right knee. I have had both hips replaced. Currently have arthritis in knee, shoulder, and thumb. I want to avoid surgery, and I'm open-minded about trying a trial before using surgery as a last resort."

HZ
Arthritis PatientAge: 78

"I changed my diet in 2020 and I’ve lost 95 pounds from my highest weight (283). I am 5’3”, female, and now 188. I still have a 33 BMI. I've been doing research on alternative approaches to continue my progress, which brought me here to consider clinical trials."

WR
Obesity PatientAge: 58

Math & Cognitive Skill Interventions for Dyscalculia

Palo Alto, California
The purpose of this study is to investigate neurocognitive mechanisms underlying response to intervention aimed at enhancing, and remediating weaknesses in, numerical skills in children, including those with mathematical learning disabilities (MLD).
No Placebo Group

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased
Age:6 - 12

180 Participants Needed

Speech-Language Therapy for Primary Progressive Aphasia

Austin, Texas
Difficulties with speech and language are the first and most notable symptoms of primary progressive aphasia (PPA). While there is evidence that demonstrates positive effects of speech-language treatment for individuals with PPA who only speak one language (monolinguals), there is a significant need for investigating the effects of treatment that is optimized for bilingual speakers with PPA. This stage 2 efficacy clinical trial seeks to establish the effects of culturally and linguistically tailored speech-language interventions administered to bilingual individuals with PPA. The overall aim of the intervention component of this study is to establish the relationships between the bilingual experience (e.g., how often each language is used, how "strong" each language is) and treatment response of bilinguals with PPA. Specifically, the investigators will evaluate the benefits of tailored speech-language intervention administered in both languages to bilingual individuals with PPA (60 individuals will be recruited). The investigators will conduct an assessment before treatment, after treatment and at two follow-ups (6 and 12-months post-treatment) in both languages. When possible, a structural scan of the brain (magnetic resonance image) will be collected before treatment in order to identify if brain regions implicated in bilingualism are associated with response to treatment. In addition to the intervention described herein, 30 bilingual individuals with PPA will be recruited to complete behavioral cognitive-linguistic testing and will not receive intervention. Results will provide important knowledge about the neural mechanisms of language re-learning and will address how specific characteristics of bilingualism influence cognitive reserve and linguistic resilience in PPA.
No Placebo Group

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased
Age:40+

60 Participants Needed

VR Speech-Language Therapy for Speech Disorders

Edmonton, Alberta
Factors related to successful rehabilitation are often directly related to adherence; for instance, dosage, frequency, and intensity can burden the patient regarding time and motivational factors. Furthermore, surrounding salience, patients may lose interest or find an intervention boring after a few sessions. It is well documented that nonadherence not only impacts rehabilitation for the patient but can also further prolong treatment, and increase hospital and clinician costs, in addition to a higher prevalence of future comorbidities. Therefore, strategies that improve patient adherence can significantly help optimize patient care and treatment outcomes. One avenue to increase patient adherence is through the gamification of rehabilitation therapies using virtual reality (VR). Gamification of rehabilitation therapy can make mass practice required in rehabilitation therapies seemingly fun and more personally engaging for the patient. Additionally, the immersive experience achieved through VR can further promote salience and be customizable to individual patient requirements. As VR systems are now highly portable and relatively simple to utilize, they can provide an excellent opportunity to continue rehabilitation practice on the home front. Overall, the VR gamification of rehabilitation may increase adherence by shifting patients' perspectives of therapy as tedious, boring, or a hassle, to a fun and engaging game that ultimately helps their recovery processes. The GlenXRose VR-delivered speech-language therapies (Cognitive Projections Lab, University of Alberta) have been developed and piloted in collaboration with the Glenrose Rehabilitation Hospital with the overall goal of increasing patient adherence, treatment outcomes, and satisfaction with vocal therapy. The proposed studies are to investigate the feasibility of implementing this technology in routine clinical care (specific to voice disorders), obtaining clinician feedback, examining associated financial costs, and continuing to examine the effect of the GlenXRose VR speech-language therapies on patient adherence and clinical outcomes, compared to traditional clinical care.
No Placebo Group

Trial Details

Trial Status:Recruiting
Trial Phase:Unphased

30 Participants Needed

Know someone looking for new options? Spread the word

Learn More About Power

Why We Started Power

We started Power when my dad was diagnosed with multiple myeloma, and I struggled to help him access the latest immunotherapy. Hopefully Power makes it simpler for you to explore promising new treatments, during what is probably a difficult time.

Bask
Bask GillCEO at Power
Learn More About Trials
How Do Clinical Trials Work?Are Clinical Trials Safe?What Can I Expect During a Clinical Trial?

Frequently Asked Questions

How much do Dyslexia clinical trials pay?

Each trial will compensate patients a different amount, but $50-100 for each visit is a fairly common range for Phase 2–4 trials (Phase 1 trials often pay substantially more). Further, most trials will cover the costs of a travel to-and-from the clinic.

How do Dyslexia clinical trials work?

After a researcher reviews your profile, they may choose to invite you in to a screening appointment, where they'll determine if you meet 100% of the eligibility requirements. If you do, you'll be sorted into one of the treatment groups, and receive your study drug. For some trials, there is a chance you'll receive a placebo. Across Dyslexia trials 30% of clinical trials have a placebo. Typically, you'll be required to check-in with the clinic every month or so. The average trial length for Dyslexia is 12 months.

How do I participate in a study as a "healthy volunteer"?

Not all studies recruit healthy volunteers: usually, Phase 1 studies do. Participating as a healthy volunteer means you will go to a research facility several times over a few days or weeks to receive a dose of either the test treatment or a "placebo," which is a harmless substance that helps researchers compare results. You will have routine tests during these visits, and you'll be compensated for your time and travel, with the number of appointments and details varying by study.

What does the "phase" of a clinical trial mean?

The phase of a trial reveals what stage the drug is in to get approval for a specific condition. Phase 1 trials are the trials to collect safety data in humans. Phase 2 trials are those where the drug has some data showing safety in humans, but where further human data is needed on drug effectiveness. Phase 3 trials are in the final step before approval. The drug already has data showing both safety and effectiveness. As a general rule, Phase 3 trials are more promising than Phase 2, and Phase 2 trials are more promising than phase 1.

Do I need to be insured to participate in a Dyslexia medical study?

Clinical trials are almost always free to participants, and so do not require insurance. The only exception here are trials focused on cancer, because only a small part of the typical treatment plan is actually experimental. For these cancer trials, participants typically need insurance to cover all the non-experimental components.

What are the newest Dyslexia clinical trials?

Most recently, we added taVNS for Dyslexia, Virtual Simulation Training for Home Healthcare Workers and Noise Correlations Study for Dyslexia to the Power online platform.

Are dyslexics ADHD?

No—dyslexia (a reading disorder) and ADHD (attention/hyperactivity difficulties) are separate conditions, each with its own diagnostic criteria. That said, they do overlap in about one-third of cases because some genetic and brain factors are shared, so a person can have one, the other, or both; if both are suspected, each should be evaluated and treated on its own terms.

What are the 5 pillars of dyslexia?

Educators talk about “five pillars” because strong reading programs—especially those that help students with dyslexia—teach all five skills: 1) phonemic awareness (hearing and playing with individual speech sounds), 2) phonics (linking letters to those sounds to read and spell), 3) vocabulary, 4) reading fluency, and 5) reading comprehension. Dyslexia mainly hampers the first two, so instruction must be explicit, step-by-step, and multi-sensory across all five pillars to build accurate, automatic, and meaningful reading.

What are the success rates of treatment for dyslexia?

“Success” depends on when help starts and how intensive and evidence-based it is. Research shows that daily, structured phonics instruction begun in Kindergarten to Grade 2 enables about 60–90 % of children with dyslexia to read at or near grade level; if intervention waits until after Grade 3, only about 20–50 % reach that benchmark, though most still make meaningful gains. Because dyslexia is lifelong, even strong responders may continue to read more slowly and benefit from tools such as extra time, audiobooks, and ongoing skills practice.

What can cause dyslexia to get worse?

Dyslexia is a lifelong brain-based learning difference, so it doesn’t “progress,” but its symptoms can feel worse whenever your overall cognitive resources are lowered or new demands appear. Things that can magnify reading problems include a concussion or other brain injury, chronic stress or anxiety, poor sleep, fatigue, untreated ADHD or depression, vision or hearing changes, normal aging, certain medications, and situations where work or school suddenly require faster or more complex reading. Addressing the underlying trigger—e.g., medical treatment, stress-management, updated glasses, or extra workplace/academic accommodations—usually brings performance back to your personal baseline.

What is the rarest type of dyslexia?

Among children with developmental dyslexia, the least common profile is the “double-deficit” subtype—those who struggle both with breaking words into sounds and with rapidly naming letters or objects—showing up in only about 2–4 % of school-age readers. Rarer still, but outside the developmental category, are acquired forms such as deep or neglect dyslexia that arise after a brain injury or stroke, so clinicians focus less on the label and more on which specific skills need support.

Why is dyslexia so controversial?

Dyslexia is controversial because experts still disagree on exactly where to draw the line between “normal” variation in reading skill and a medical diagnosis, how much of the problem is biological versus caused by instruction, and what rights or extra resources the label should trigger in schools. Whatever name is used, researchers agree that struggling readers benefit most from early screening and structured phonics-based teaching, so parents and teachers should focus on getting those supports in place rather than on the label itself.

What is the latest research on dyslexia?

Since 2022, researchers have confirmed that dyslexia is influenced by many genes—more than 40 common variants now linked to how the brain builds reading networks—rather than a single “dyslexia gene.” 2023–24 brain-imaging and classroom trials show that intensive, structured literacy programs (phonics-based lessons delivered 3–5 times a week, sometimes via adaptive apps) can strengthen those same reading circuits and bring them closer to typical patterns within weeks. Bottom line: current science says dyslexia is a neuro-developmental difference with a real biological footprint, but timely, systematic instruction and modern assistive tech can markedly improve reading skills.

Was Walt Disney dyslexic?

No reputable biography, family record, or statement from the Walt Disney Archives describes Walt Disney as having dyslexia, and none of his contemporaries mentioned reading or writing difficulties that would suggest it. The idea appears to come from internet lists of “famous dyslexics,” but since Walt was never evaluated and the people closest to him left no evidence of such a struggle, historians conclude the label is unfounded—so while we can’t diagnose someone retroactively, the available documentation points to “no.”

Can anything be done to help dyslexia?

Yes. While dyslexia itself isn’t “cured,” targeted, evidence-based reading instruction—often called Structured Literacy or Orton-Gillingham—can re-train the brain’s reading circuits so children and adults steadily improve accuracy and speed. Pairing this instruction with accommodations (extra time, audiobooks, text-to-speech software) and an evaluation from a specialist or school team creates a practical plan that lets most people with dyslexia read, learn, and work successfully.

Is dyslexia neurodivergent?

Yes. Dyslexia is considered neurodivergent because the brain develops language-processing circuits in an atypical way—documented on imaging studies—that makes reading and spelling harder while often leaving strengths in visual-spatial or big-picture thinking. Clinically called a “specific learning disorder,” recognising it as neurodivergence shifts the focus to effective supports such as structured-literacy instruction, audiobooks, and extra time rather than viewing it as a deficit in intelligence or effort.

Popular Searches

By Condition

Depression Clinical Trials

Anxiety Clinical Trials

Schizophrenia Clinical Trials

ADHD Clinical Trials

Bipolar Disorder Clinical Trials

Multiple Sclerosis Clinical Trials

Autism Clinical Trials

Treatment Resistant Depression Clinical Trials

Borderline Personality Disorder Clinical Trials

Social Anxiety Disorder Clinical Trials

Parkinson's Disease Clinical Trials

Alzheimer's Disease Clinical Trials

By Location

Clinical Trials in California

Clinical Trials in Florida

Clinical Trials in Texas

Clinical Trials in New York

Clinical Trials in Ohio

Clinical Trials in Illinois

Clinical Trials in Pennsylvania

Clinical Trials in Michigan

Clinical Trials in North Carolina

Clinical Trials in Massachusetts

Clinical Trials in Missouri

Clinical Trials in Minnesota

Other People Viewed

By Subject

Top Transcranial Direct Current Stimulation Clinical Trials

Top Anxiety Clinical Trials

Top Hyperthermia Clinical Trials

Top Gallbladder Clinical Trials

Top Pmdd Clinical Trials

Top Fertility Clinical Trials

Top Anorexia Clinical Trials

Top Toxicity Clinical Trials

Top Medulloblastoma Clinical Trials

Top Ocd Clinical Trials

Top Osteosarcoma Clinical Trials

Top Osteopenia Clinical Trials

By Trial

Health Coaching to Prevent Excessive Weight Gain during Pregnancy

tDCS for Developmental Disabilities

PGx Testing for Medication Management

MAS825 for Autoinflammatory Diseases

Mental Health Navigation for Youth Mental Health

BTX-A51 for Leukemia

Cervical Cancer Screening Program for Asian American Women

ToolboxDetect Cognitive Screening for Cognitive Impairment

Duvelisib After CAR T-Cell Therapy for Lymphoma

GraphoLearn Reading Intervention for Dyslexia

Asciminib + Imatinib for Chronic Myeloid Leukemia

Engineered TILs + Acetazolamide for Melanoma

Related Searches

Top Friedreichs-ataxia Clinical Trials

Plant-Focused Diet for Diabetes and Chronic Kidney Disease

Casting vs Bracing for Scoliosis

Bionetide for Rett Syndrome

Immunotherapy for Recurrent Glioblastoma

Digital Tomosynthesis vs. Standard Mammography for Breast Cancer Screening

HomeMed for Overmedication

Raludotatug Deruxtecan for Ovarian Cancer

Ipilimumab +/− Interferon Alfa-2b for Advanced Skin Cancer

Two Photon Fluorescence Microscopy for Basal Cell Carcinoma

Compression Therapy for Arm Weakness

Fingolimod for Pediatric Multiple Sclerosis

Unbiased ResultsWe believe in providing patients with all the options.
Your Data Stays Your DataWe only share your information with the clinical trials you're trying to access.
Verified Trials OnlyAll of our trials are run by licensed doctors, researchers, and healthcare companies.
Terms of Service·Privacy Policy·Cookies·Security
Match to a Trial