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.
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105 Participants Needed
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"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."
"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."
"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."
"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."
"I have dealt with voice and vocal fold issues related to paralysis for over 12 years. This problem has negatively impacted virtually every facet of my life. I am an otherwise healthy 48 year old married father of 3 living. My youngest daughter is 12 and has never heard my real voice. I am now having breathing issues related to the paralysis as well as trouble swallowing some liquids. In my research I have seen some recent trials focused on helping people like me."
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180 Participants Needed
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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.
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.
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.
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.
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.
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.
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.
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.
“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.
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.
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.
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.
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.
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.”
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.
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.