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| ID | Type | Description | Link |
|---|---|---|---|
| R01HD095861-01A1 | U.S. NIH Grant/Contract | View source |
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| Name | Class |
|---|---|
| Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) | NIH |
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Dyslexia, an impairment in accurate or fluent word recognition, is the most common learning disability affecting roughly ten percent of children. This proposal capitalizes on cutting edge neuroimaging methods, in combination with reading education programs, to generate a new understanding of how successful reading education shapes the development of the brain circuits that support skilled reading. A deeper understanding of the mechanisms of successful remediation of dyslexia, and individual differences in learning, will pave the way for personalized approaches to dyslexia treatment.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Lindamood-Bell Seeing Stars | Experimental | Subjects receive reading instruction focusing on the building blocks of reading |
|
| Control | No Intervention | Subjects are followed longitudinally but do not receive intervention |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Lindamood-Bell Seeing Stars | Behavioral | Seeing Stars in a curriculum developed by Lindamood-Bell. It is published and openly available. It involves systematic training in the building blocks of skilled reading. |
| Measure | Description | Time Frame |
|---|---|---|
| White Matter Plasticity - Left Arcuate Tract | Change in white matter mean diffusivity (MD) measured with diffusion MRI. MD quantifies the average magnitude of water diffusion within a given region of tissue. An increase in mean diffusivity (MD) suggests an increase in free water movement (corresponds to less white matter integrity), while a decrease in MD suggests restricted water diffusion, potentially from increased cellular density (corresponds to greater white matter integrity). Values typically range from approximately 0.5 to 1.5 × 10^-3 mm²/s in healthy white matter. | Baseline (within 2 weeks pre-intervention), post-intervention (within 2 weeks post-intervention, up to 10 weeks), and at 1 year follow up |
| White Matter Plasticity - Inferior Longitudinal Tract | Change in white matter mean diffusivity (MD) measured with diffusion MRI. MD quantifies the average magnitude of water diffusion within a given region of tissue. An increase in mean diffusivity (MD) suggests an increase in free water movement (corresponds to less white matter integrity), while a decrease in MD suggests restricted water diffusion, potentially from increased cellular density (corresponds to greater white matter integrity). Values typically range from approximately 0.5 to 1.5 × 10^-3 mm²/s in healthy white matter. | Baseline (within 2 weeks pre-intervention), post-intervention (within 2 weeks post-intervention, up to 10 weeks), and at 1 year follow up |
| Visual Word Form Area (VWFA) Size | Visual Word Form Area (VWFA) refers to a region in the brain associated with the recognition of written words. VWFA size is calculated as the number of vertices in the cotrical surface. There are no definitive clinical relevant thresholds for the size of the VWFA that apply universally. Research indicates that variations in VWFA size and activation are associated with reading abilities and disorders. | Baseline (within 2 weeks pre-intervention), post-intervention (within 2 weeks post-intervention, up to 10 weeks), and at 1 year follow up |
| Woodcock-Johnson Basic Reading Skills (WJ BRS) Assessment Battery |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Jason D Yeatman, PhD | Stanford University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Stanford University | Stanford | California | 94305 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 40127940 | Result | Stone HL, Mitchell JL, Fuentes-Jimenez M, Tran JE, Yeatman JD, Yablonski M. Anatomically Distinct Regions in the Inferior Frontal Cortex Are Modulated by Task and Reading Skill. J Neurosci. 2025 May 7;45(19):e1767242025. doi: 10.1523/JNEUROSCI.1767-24.2025. |
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All consent forms in the Yeatman lab contain a data sharing clause that allows de-identified data to be shared publicly. The lab policy is that data and analysis code are always publicly released to accompany each published manuscript from the lab. This policy ensures that published findings can be reproduced by other researchers and the general public. In our experience, this also creates a useful resource to document our methods, describe methodological decisions in greater detail than afforded by journal articles, and publicly release datasets that may be of utility to other researchers. Data and code are organized into a well-documented repository (see https://github.com/yeatmanlab) with a persistent digital identifier ensuring that it will be available in perpetuity. Within the repository is documentation to reproduce each manuscript figure and each reported statistic. The lab is a strong proponent of open science and has adhered to this lab policy for every published manuscript.
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| ID | Title | Description |
|---|---|---|
| FG000 | Lindamood-Bell Seeing Stars | Subjects receive reading instruction Lindamood-Bell Seeing Stars that focuses on systematic training in the building blocks of skilled reading. |
| FG001 | Control | Subjects are followed longitudinally but do not receive intervention |
| Title | Milestones | Reasons Not Completed | |||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
|
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| ID | Title | Description |
|---|---|---|
| BG000 | Lindamood-Bell Seeing Stars | Subjects receive reading instruction Lindamood-Bell Seeing Stars that focuses on systematic training in the building blocks of skilled reading. |
| BG001 | Control |
| Units | Counts |
|---|---|
| Participants |
|
| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Categorical | Count of Participants |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | White Matter Plasticity - Left Arcuate Tract | Change in white matter mean diffusivity (MD) measured with diffusion MRI. MD quantifies the average magnitude of water diffusion within a given region of tissue. An increase in mean diffusivity (MD) suggests an increase in free water movement (corresponds to less white matter integrity), while a decrease in MD suggests restricted water diffusion, potentially from increased cellular density (corresponds to greater white matter integrity). Values typically range from approximately 0.5 to 1.5 × 10^-3 mm²/s in healthy white matter. | Participants with readable scans (i.e., low-movement, high quality) at the respective time point | Posted | Mean | Standard Deviation | mm^2/s | Baseline (within 2 weeks pre-intervention), post-intervention (within 2 weeks post-intervention, up to 10 weeks), and at 1 year follow up |
|
Up to 2.5 years
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Lindamood-Bell Seeing Stars | Subjects receive reading instruction Lindamood-Bell Seeing Stars that focuses on systematic training in the building blocks of skilled reading. |
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| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Jason Yeatman, PhD | Stanford University | (650) 321-7553 | jyeatman@stanford.edu |
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP | Yes | Yes | No | Study Protocol and Statistical Analysis Plan | Oct 29, 2018 | Sep 15, 2025 | Prot_SAP_000.pdf |
| ICF | No | No | Yes | Informed Consent Form | Oct 31, 2023 | Sep 15, 2025 | ICF_001.pdf |
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| ID | Term |
|---|---|
| D004410 | Dyslexia |
| ID | Term |
|---|---|
| D007806 | Language Disorders |
| D003147 | Communication Disorders |
| D019954 | Neurobehavioral Manifestations |
| D009461 | Neurologic Manifestations |
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subjects are seen before and after receiving 8 weeks of reading instruction
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The Woodcock-Johnson Basic Reading Skills (WJ BRS) Assessment Battery results in a composite score across multiple assessments. Assessment scores are transformed to create an overall score range of 0 to 200. A score of 100 indicates average reading ability. Scores below 85 may indicate potential reading difficulties |
| Baseline (within 2 weeks pre-intervention), post-intervention (within 2 weeks post-intervention, up to 10 weeks), and at 1 year follow up |
Subjects are followed longitudinally but do not receive intervention
| BG002 | Total | Total of all reporting groups |
| Participants |
|
| Sex/Gender, Customized | Count of Participants | Participants |
|
| Ethnicity (NIH/OMB) | Count of Participants | Participants |
|
| Race/Ethnicity, Customized | Count of Participants | Participants |
|
| Region of Enrollment | Count of Participants | Participants |
|
Subjects receive reading instruction Lindamood-Bell Seeing Stars that focuses on systematic training in the building blocks of skilled reading.
| OG001 | Control | Subjects are followed longitudinally but do not receive intervention |
|
|
|
| Primary | White Matter Plasticity - Inferior Longitudinal Tract | Change in white matter mean diffusivity (MD) measured with diffusion MRI. MD quantifies the average magnitude of water diffusion within a given region of tissue. An increase in mean diffusivity (MD) suggests an increase in free water movement (corresponds to less white matter integrity), while a decrease in MD suggests restricted water diffusion, potentially from increased cellular density (corresponds to greater white matter integrity). Values typically range from approximately 0.5 to 1.5 × 10^-3 mm²/s in healthy white matter. | Participants with readable scans (i.e., low-movement, high quality) at the respective time point | Posted | Mean | Standard Deviation | mm^2/s | Baseline (within 2 weeks pre-intervention), post-intervention (within 2 weeks post-intervention, up to 10 weeks), and at 1 year follow up |
|
|
|
|
| Primary | Visual Word Form Area (VWFA) Size | Visual Word Form Area (VWFA) refers to a region in the brain associated with the recognition of written words. VWFA size is calculated as the number of vertices in the cotrical surface. There are no definitive clinical relevant thresholds for the size of the VWFA that apply universally. Research indicates that variations in VWFA size and activation are associated with reading abilities and disorders. | Participants with readable scans (i.e., low-movement, high quality) at the respective time point | Posted | Mean | Standard Deviation | vertices | Baseline (within 2 weeks pre-intervention), post-intervention (within 2 weeks post-intervention, up to 10 weeks), and at 1 year follow up |
|
|
|
|
| Primary | Woodcock-Johnson Basic Reading Skills (WJ BRS) Assessment Battery | The Woodcock-Johnson Basic Reading Skills (WJ BRS) Assessment Battery results in a composite score across multiple assessments. Assessment scores are transformed to create an overall score range of 0 to 200. A score of 100 indicates average reading ability. Scores below 85 may indicate potential reading difficulties | Participants with available data at the respective time point | Posted | Mean | Standard Deviation | score on a scale | Baseline (within 2 weeks pre-intervention), post-intervention (within 2 weeks post-intervention, up to 10 weeks), and at 1 year follow up |
|
|
|
|
| 0 |
| 44 |
| 0 |
| 44 |
| 0 |
| 44 |
| EG001 | Control | Subjects are followed longitudinally but do not receive intervention | 0 | 43 | 0 | 43 | 0 | 43 |
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| D009422 | Nervous System Diseases |
| D000067559 | Specific Learning Disorder |
| D007859 | Learning Disabilities |
| D012816 | Signs and Symptoms |
| D013568 | Pathological Conditions, Signs and Symptoms |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
| 2 weeks post-intervention |
|
|
| 1 year follow-up |
|
|
| t-test, 2 sided |
| 0.379 |
The a priori threshold for statistical significance was < 0.05. |
| Other |
| Within-group analysis of change from baseline and 1 year follow up | t-test, 2 sided | 0.010 | The a priori threshold for statistical significance was < 0.05. | Other |
| Within-group analysis of change from baseline and 1 year follow up | t-test, 2 sided | 0.017 | The a priori threshold for statistical significance was < 0.05. | Other |
| 2 weeks post-intervention |
|
|
| 1 year follow-up |
|
|
| t-test, 2 sided |
| 0.03 |
The a priori threshold for statistical significance was < 0.05. |
| Other |
| Within-group analysis of change from baseline and 1 year follow up | t-test, 2 sided | 0.60 | Other |
| Within-group analysis of change from baseline and 1 year follow up | t-test, 2 sided | 0.03 | The a priori threshold for statistical significance was < 0.05. | Other |
| 2 weeks post-intervention |
|
|
| 1 year follow-up |
|
|
| t-test, 2 sided |
| 0.29 |
The a priori threshold for statistical significance was < 0.05. |
| Other |
| Within-group analysis of change from baseline and 1 year follow up | t-test, 2 sided | < 0.001 | The a priori threshold for statistical significance was < 0.05. | Other |
| Within-group analysis of change from baseline and 1 year follow up | t-test, 2 sided | 0.26 | The a priori threshold for statistical significance was < 0.05. | Other |