Karahmadi Mojgan, Salehi Marzieh, Rezayi Maryam, Mahaki Behzad
Behavioral Sciences Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Department of Psychiatry, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
J Res Med Sci. 2017 Dec 26;22:137. doi: 10.4103/jrms.JRMS_250_17. eCollection 2017.
Reading disorder (RD) is one of the important complaints in children with learning disorders (LD) that is prevalent in 4% of children in the United States. Treating this disorder includes education of reading practices and treating psychological disorders, and there are no exact medications prescribed in these children. Memantine has been effective in treating memory problems in Alzheimer Dementia, obsessive-compulsive disorder, autism disorder, and other psychological diseases. The aim of this study is to evaluate the effect of memantine in improving RD in children.
In this randomized clinical trial, 62 children, with RD in Pediatric Psychiatry Clinics of Noor and Ali-Asghar Hospital in Isfahan from 2015 to 2016, were participated. They were randomly assigned to two groups of equal number, one receiving education plus memantine and the other education plus placebo. RD was evaluated at the beginning, 1 and 3 months after intervention by Iranian standard reading and dyslexia test (Nama).
Mean (standard deviation) age of participants was 7.55 (0.60) years. Most of the participants were boy (55%), most having parents in 36-45-year-old age group (52% and 48% for fathers and mothers, respectively), and also most parents in diploma and bachelor educational group (61% and 60% for fathers and mothers, respectively). There were statistical significant difference in trend of total score ( = 0.034), word chain ( < 0.001), rhyming ( < 0.001), text comprehension ( < 0.001), and letter fluency ( = 0.002), subscale between two groups. However, the difference of time trend between two groups was not significant in word reading ( = 0.14), word comprehension ( = 0.06), phoneme deletion ( = 0.12), reading nonwords ( = 0.32), and category fluency ( = 0.06).
Adding memantine to educational practices is effective in improving RD in school-age children with LD.
阅读障碍（RD）是学习障碍（LD）儿童的重要主诉之一，在美国4%的儿童中普遍存在。治疗这种障碍包括阅读练习教育和心理障碍治疗，并且在这些儿童中没有确切的药物处方。美金刚在治疗阿尔茨海默病痴呆、强迫症、自闭症障碍和其他心理疾病的记忆问题方面有效。本研究的目的是评估美金刚对改善儿童阅读障碍的效果。
在这项随机临床试验中，2015年至2016年在伊斯法罕努尔和阿里 - 阿斯加尔医院儿科精神病诊所的62名患有阅读障碍的儿童参与其中。他们被随机分为两组，每组人数相等，一组接受教育加美金刚治疗，另一组接受教育加安慰剂治疗。在干预开始时、干预后1个月和3个月通过伊朗标准阅读和诵读困难测试（纳马）对阅读障碍进行评估。
参与者的平均（标准差）年龄为7.55（0.60）岁。大多数参与者为男孩（55%），大多数参与者的父母年龄在36 - 45岁组（父亲和母亲分别为52%和48%），并且大多数父母的教育程度在文凭和本科教育组（父亲和母亲分别为61%和60%）。两组之间在总分趋势（ = 0.034）、单词链（ < 0.001）、押韵（ < 0.001）、文本理解（ < 0.001）和字母流畅性（ = 0.002）、子量表方面存在统计学显著差异。然而，两组在单词阅读（ = 0.14）、单词理解（ = 0.06）、音素删除（ = 0.12）、阅读非单词（ = 0.32）和类别流畅性（ = 0.06）方面的时间趋势差异不显著。
在教育实践中添加美金刚对改善患有学习障碍的学龄儿童的阅读障碍有效。
