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A Trial of Piracetam in Two Subgroups of Students with Dyslexia Enrolled in Summer Tutoring
Abstract
Sixty children with dyslexia (41 boys, 19 girls; ages 9 to 13) were enrolled in a 10-week summer tutoring program that emphasized word-building skills. They were randomly and blindly assigned to receive either placebo or piracetam, a purportedly memory-enhancing drug that has been reported to facilitate reading skill acquisition. The children were subtyped as "dysphonetic" or "phonetic" on the basis of scores from tests of phonological sensitivity and phoneme-grapheme correspondence skills. Of the 53 children who completed the program, 37 were classified as dysphonetic and 16 as phonetic. The phonetic group improved significantly more in word-recognition ability than the dysphonetic group. Overall, the children on medication did not improve more than the nonmedicated ones in any aspect of reading. The phonetic subgroup on piracetam gained more in word recognition than any subgroup but did not improve significantly more than the phonetic subgroup on placebo. Results are discussed in relation to findings from previous studies of piracetam in children with dyslexia.
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Some interventions targeting students with physical learning disabilities, dyslexia/dyscalculia, or neuropsychiatric disorders are different from interventions targeting the general struggling or at‐risk student population.
“as some interventions targeting such students are different from interventions targeting the general struggling or at‐risk student population (e.g., they include medical treatments like in Ackerman et al., 1991).”
From Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review (2021) · cites this paper as Ackerman et al., 1991
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Sexton, C. C., Gelhorn, H. L., Bell, J. A., & Classi, P. M. (2012) · Journal of Learning Disabilities · doi:10.1177/0022219411407772 · Cited by 169
Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1152 · Cited by 54
Metadata
- Authors
- Ackerman, P. T., Dykman, R. A., Holloway, C., Paal, N. P., & Gocio, M. Y.
- Affiliations
- Arkansas Children's Hospital (US)
- University of Arkansas Medical Center (US)
- University of Arkansas for Medical Sciences (US)
- Michelle Y. Gocio is a research assistant in Dr. Dykman's laboratory.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 1991-11
- Volume
- 24
- Issue
- 9
- Pages
- 542-549
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2124593309
- Cited by
- 29
- References
- 1
- Citations by year
- 2021: 1 · 2020: 2 · 2013: 1 · 2012: 1
- FWCI
- 4.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Learning Disabilities (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (n01hd042811-009)
- National Institute of Mental Health (MH/HD42811)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
- Keywords
- piracetam, dyslexia, word recognition, phonological sensitivity, grapheme-phoneme correspondence, memory-enhancing drugs, reading acquisition, children
- MeSH terms
- Adolescent, Child, Combined Modality Therapy, Dyslexia, Female, Humans, Male, Phonetics, Piracetam, Remedial Teaching
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