Grossard Charline, Descamps Melanie, Pellerin Hugues, Vonthron François, Cohen David
Department of Child and Adolescent Psychiatry, Pitié-Salpêtrière Hospital, Paris, France.
Poppins, Paris, France.
JMIR Serious Games. 2025 Aug 1;13:e76435. doi: 10.2196/76435.
Specific learning disorder in reading (SLD reading), commonly named dyslexia, is a neurodevelopmental condition affecting reading. Current best practice recommendations for SLD reading emphasize the necessity of including graphophonological interventions. The serious game Mila-Learn, which is based on rhythm training, showed promising results in a prior randomized trial. However, it lacked a component of graphophonological training.
This study aimed to evaluate the effectiveness of Poppins, a new digital medical device that combines rhythm-based and graphophonological training for improving reading and phonological skills in children with SLD reading. We also explored its performance against Mila-Learn, the earlier version based on rhythm training only.
A single-arm study without an active control group was conducted with 38 children (aged 7-11 years) diagnosed with SLD reading. The participants completed an 8-week training program with Poppins (five 20-minute sessions per week). Pre- and posttraining assessments measured reading accuracy and speed, phoneme deletion, and phonological discrimination. Statistical analysis included pre- and postcomparisons (primary analysis) and comparisons with children's improvement from a previous randomized controlled trial of Mila-Learn, an earlier version of the device (exploratory analysis).
The participants demonstrated significant improvements in reading accuracy (+11.46 words correctly read; P<.001), reading speed (+10.26 words read; P<.001), and phoneme deletion (+2.87 points; P<.001). No significant change was observed in reading comprehension for younger participants (grades 2-3; P=.09), although improvements were noted in older children (grades 4-5, P=.03). Exploratory analysis comparing children's improvements with Mila-Learn and Poppins revealed similar gains in reading accuracy and speed but revealed superior improvement in phonological skills for the Poppins group, with a moderate effect size according to the benchmarks by Cohen (Cohen d=0.48, P=.02).
Poppins is an effective and safe tool for enhancing reading and phonological skills in children with SLD reading. By integrating rhythm-based and graphophonological exercises, the device aligns with best practice recommendations for curative intervention. Future research should explore its long-term effects and medicoeconomic impact and compare outcomes with those of conventional therapy, as serious games provide an engaging, scalable method for delivering such interventions.
ClinicalTrials.gov NCT06596980; https://clinicaltrials.gov/study/NCT06596980.
阅读特异性学习障碍（SLD阅读），通常称为诵读困难，是一种影响阅读的神经发育疾病。目前针对SLD阅读的最佳实践建议强调纳入音韵学干预的必要性。基于节奏训练的严肃游戏Mila-Learn在之前的一项随机试验中显示出了有前景的结果。然而，它缺乏音韵学训练的成分。
本研究旨在评估Poppins的有效性，Poppins是一种新型数字医疗设备，结合了基于节奏和音韵学的训练，以提高SLD阅读儿童的阅读和音韵技能。我们还将其与仅基于节奏训练的早期版本Mila-Learn进行了性能比较。
对38名被诊断为SLD阅读的儿童（7-11岁）进行了一项无活性对照组的单臂研究。参与者完成了一项为期8周的Poppins训练计划（每周五次，每次20分钟）。训练前和训练后的评估测量了阅读准确性和速度、音素删除和音韵辨别能力。统计分析包括训练前后的比较（主要分析）以及与先前Mila-Learn随机对照试验中儿童改善情况的比较，Mila-Learn是该设备的早期版本（探索性分析）。
参与者在阅读准确性（正确阅读的单词数增加11.46个；P<.001）、阅读速度（阅读的单词数增加10.26个；P<.001）和音素删除（增加2.87分；P<.001）方面有显著改善。较年轻的参与者（2-3年级）在阅读理解方面没有观察到显著变化（P=.09），尽管较大的儿童（4-5年级）有改善（P=.03）。将儿童使用Mila-Learn和Poppins后的改善情况进行探索性分析发现，阅读准确性和速度的提高相似，但Poppins组在音韵技能方面有更好的改善，根据科恩的标准，效应量中等（科恩d=0.48，P=.02）。
Poppins是提高SLD阅读儿童阅读和音韵技能的一种有效且安全的工具。通过整合基于节奏和音韵学的练习，该设备符合治疗干预的最佳实践建议。未来的研究应探索其长期效果和医疗经济影响，并将结果与传统疗法进行比较，因为严肃游戏为提供此类干预提供了一种引人入胜且可扩展的方法。
ClinicalTrials.gov NCT06596980；https://clinicaltrials.gov/study/NCT06596980
