Accepted for/Published in: JMIR Research Protocols
Date Submitted: Jan 15, 2025
Open Peer Review Period: Jan 17, 2025 - Feb 11, 2025
Date Accepted: Mar 4, 2025
(closed for review but you can still tweet)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Assessing the non-inferiority of a rhythm and language training serious game combined with speech therapy versus speech therapy care for children with dyslexia: a randomized controlled investigator-blinded trial protocol.
ABSTRACT
Background:
Specific Learning Disorder (SLD) of reading skills impacts approximately 7% of children. Speech and reading therapy is currently the gold-standard intervention for improving children’s reading abilities. However, intensive interventions are difficult to implement. Recently, numerous studies have investigated the interest of game-based and home-based training approaches to enhance children's motivation and facilitate intensive learning activities in home settings. The serious game Poppins Clinical integrates rhythm and specific written language exercises to improve reading skills in children with SLD.
Objective:
The objective is to assess the non-inferiority of Poppins Clinical combined with a reading specialist session once every 2 weeks versus a reading specialist session every week, on the reading skills of children with SLD.
Methods:
We will use a non-inferiority paradigm to assess the clinical impact of both interventions in terms of reading accuracy, reading speed, and reading comprehension. We will also investigate the evolution of phonological and visuo-attentional skills. Moreover, we will explore the impact of the protocol on parental stress and children's perception of their difficulties. Finally, we will also look at the cost related to medical care impact of introducing the serious game Poppins Clinical on reading therapy.
Results:
Patient recruitment is expected to start in December 2024 and study completion by the end of august 2025.
Conclusions:
This study should allow us to assess the interest of using the serious game Poppins Clinical in addition to reading therapy to improve reading abilities in children with SLD. Clinical Trial: The trial has been registered on the ClinicalTrials registry under the number NCT06592911.
Citation
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Copyright
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