Detailed contribution information
| Contribution title | 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. |
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| Contribution code | D2.128 |
| Authors | |
| Form of presentation | Poster |
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| Abstract |
Background: Specific Learning Disorder (SLD) of reading skills impacts approximately 7% of children. Speech and reading therapy is 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 musical activities to improve reading skills in children with SLD. We evaluated the efficacy of Poppins Clinical in a double-blind and placebo-controlled study. 151 children with SLD reading were randomly assigned to either Poppins Clinical or a placebo game for an 8-week training. We found that children with SLD reading improved significantly word reading accuracy and speed (Descamps et al., in revision) Objectives: 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 on reading accuracy, speed, and comprehension. We will also investigate the evolution of phonological and visual skills. Moreover, we will explore the protocol's impact 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 started in December 2024 and study completion is expected by the end of August 2025. Conclusions: This study should allow us to assess the interest in using the serious game Poppins Clinical combined with reading therapy to improve reading abilities in children with SLD. |