Motor Activities for Dyslexia

(BLASTOFF Trial)

Age: < 18

Sex: Any

Trial Phase: Academic

Sponsor: The University of Texas Medical Branch, Galveston

Disqualifiers: Not in reading program, Unwilling, Non-English speakers

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: Unknown

120 Participants Needed

Trial Summary

Do I need to stop taking my current medications for this trial?

The trial information does not specify whether you need to stop taking your current medications.

What data supports the effectiveness of the treatment Motor lab activity for dyslexia?

The study on auditory pacing practice showed improvements in motor task performance in children with dyslexia, suggesting that motor-based interventions can be beneficial. Additionally, research on visual strategies and phonological training has shown significant improvements in reading skills for dyslexic individuals, indicating that targeted interventions can lead to positive outcomes. ^{1 2 3 4 5}

Is motor activity treatment safe for humans?

The research does not provide specific safety data for motor activities as a treatment, but it suggests that motor activity tests are used to assess effects on the nervous system, and further testing is needed to determine if any effects are harmful. ^{2 6 7 8 9}

How does the Motor lab activity treatment for dyslexia differ from other treatments?

The Motor lab activity treatment for dyslexia is unique because it focuses on improving motor skills, which are often impaired in individuals with dyslexia. This approach targets the motor deficits that may persist into adulthood and are linked to the speed of processing literacy information, unlike traditional treatments that primarily focus on phonological processing. ^{10 11 12 13 14}

What is the purpose of this trial?

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.

Research Team

Karen Ratcliff, PhD

Principal Investigator

UTMB

Eligibility Criteria

This trial is for children in kindergarten through fourth grade at Odyssey Academy who are below grade level in reading and enrolled in the school's specialized reading program. It excludes those not in the program, non-English conversationalists, or unwilling to participate.

Inclusion Criteria

Students below grade level in reading in Odyssey Academy's reading program

I am a student in kindergarten through fourth grade.

I am enrolled in Odyssey Academy's reading program.

Exclusion Criteria

Students who lack conversational ability in the use of the English language.

Students that are not part of the specialized reading program at Odyssey Academy

I am not willing to participate in the motor lab intervention.

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Intervention

Participants engage in daily motor lab activities to improve motor skills and academic performance

20 weeks

Daily sessions

Standard of Care

Control group receives standard care with 20 minutes of reading per day

20 weeks

Daily sessions

Follow-up

Participants are monitored for changes in executive function, motor skills, and academic performance

4 weeks

Treatment Details

Interventions

• Motor lab activity

Trial Overview The study tests if daily motor activities can improve physiological, cognitive, and behavioral outcomes for dyslexic students. It compares academic performance after these activities with standard care periods and against peers doing regular school activities.

Participant Groups

Group I: Motor Lab Experimental Treatment 1 Intervention

Group A will receive 20 minutes of motor lab intervention daily.

Group II: Standard of Care Active Control 1 Intervention

Group B will receive standard of care which will be 20 minutes of reading per day.

Who Is Running the Clinical Trial?

The University of Texas Medical Branch, Galveston

Lead Sponsor

Trials

263

Recruited

55,400+

Findings from Research

A phonologically targeted training intervention improved reading performance in adults with developmental dyslexia, showing that specific behavioral training can lead to measurable gains in reading skills.

The improvements were linked to increased brain activity in key areas associated with reading, including the left hemisphere regions used by typical readers and compensatory activity in the right perisylvian cortex, indicating that different neural mechanisms are involved in recovery from dyslexia.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Neural changes following remediation in adult developmental dyslexia. Eden, GF., Jones, KM., Cappell, K., et al.[2022]

A qualitative analysis of four learning disabled children revealed significant improvements when treated with certain antimotion-sickness antihistamines and stimulants, suggesting potential therapeutic benefits for this population.

The study indicates that medications targeting cerebellar-vestibular stabilization, including combinations of meclizine, cyclizine, dimenhydrinate, and stimulants, may be effective in managing symptoms associated with learning disabilities and attention deficit disorder, pending further validation through controlled studies.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Dramatic favorable responses of children with learning disabilities or dyslexia and attention deficit disorder to antimotion sickness medications: four case reports. Levinson, HN.[2019]

References

1. Switzerland pubmed.ncbi.nlm.nih.gov

Effects of a Phonological Reading and Writing Remediation Program in Students with Dyslexia: Intervention for Specific Learning Disabilities. [2019]

2. United States pubmed.ncbi.nlm.nih.gov

Short term auditory pacing changes dual motor task coordination in children with and without dyslexia. [2019]

3. United States pubmed.ncbi.nlm.nih.gov

Neural changes following remediation in adult developmental dyslexia. [2022]

4. Brazil pubmed.ncbi.nlm.nih.gov

Efficacy of an audio-visual computerized remediation program in students with dyslexia. [2022]

5. England pubmed.ncbi.nlm.nih.gov

Dyslexic children learn a new visual strategy for reading: a controlled experiment. [2019]

6. England pubmed.ncbi.nlm.nih.gov

Critical assessment of motor activity as a screen for neurotoxicity. [2019]

7. United States pubmed.ncbi.nlm.nih.gov

Dramatic favorable responses of children with learning disabilities or dyslexia and attention deficit disorder to antimotion sickness medications: four case reports. [2019]

8. Switzerland pubmed.ncbi.nlm.nih.gov

Changes in Motor Skill Proficiency After Equine-Assisted Activities and Brain-Building Tasks in Youth With Neurodevelopmental Disorders. [2020]

9. Netherlands pubmed.ncbi.nlm.nih.gov

Standardization of quantitative tests for preclinical detection of neuromotor dysfunctions in pediatric neurotoxicology. [2008]

10. England pubmed.ncbi.nlm.nih.gov

Minor neurological dysfunction in children with dyslexia. [2010]

11. Brazil pubmed.ncbi.nlm.nih.gov

Fine motor function of school-aged children with dyslexia, learning disability and learning difficulties. [2019]

12. Netherlands pubmed.ncbi.nlm.nih.gov

The psychophysiology of reading. [2014]

13. Ireland pubmed.ncbi.nlm.nih.gov

A processing speed deficit in dyslexic adults? Evidence from a peg-moving task. [2006]

14. United States pubmed.ncbi.nlm.nih.gov

Impaired performance of children with dyslexia on a range of cerebellar tasks. [2021]