This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Ackerman, P. T. Articles by Gocio, M. Y. Search for Related Content PubMed PubMed Citation Articles by Ackerman, P. T. Articles by Gocio, M. Y. Social Bookmarking                         What's this?

A Trial of Piracetam in Two Subgroups of Students with Dyslexia Enrolled in Summer Tutoring

Peggy T. Ackerman, MA, is a research associate in the Departments of Psychiatry and Pediatrics, University of Arkansas for Medical Sciences (UAMS). Address: Peggy T. Ackerman, Slot 512, Center for Ambulatory Research and Education, Arkansas Children's Hospital, 800 Marshall St., Little Rock, AR 72202.

Roscoe A. Dykman

Roscoe A. Dykman, PhD, is emeritus professor of psychiatry and pediatrics at UAMS and director of the Behavioral Laboratory, Arkansas Children's Hospital.

Carol Holloway

Carol Holloway, MS, is a psychological examiner in the Department of Psychiatry, Child and Adolescent Division, UAMS.

Nicholas P. Paal

Nicholas P. Paal, PhD, is an assistant professor in the Department of Psychiatry, Child and Adolescent Division, UAMS.

Michelle Y. Gocio

Michelle Y. Gocio is a research assistant in Dr. Dykman's laboratory.

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.

Journal of Learning Disabilities, Vol. 24, No. 9, 542-549 (1991)
DOI: 10.1177/002221949102400906


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				P. T. Ackerman, R. A. Dykman, D. M. Oglesby, and J. E. O. Newton EEG Power Spectra of Children with Dyslexia, Slow Learners, and Normally Reading Children with ADD During Verbal Processing J Learn Disabil, December 1, 1994; 27(10): 619 - 630. [Abstract] [PDF]

				M. N. Carr A Mother's Thoughts on Inclusion J Learn Disabil, November 1, 1993; 26(9): 590 - 592. [Abstract] [PDF]

				P. T. Ackerman and R. A. Dykman Phonological Processes, Confrontational Naming, and Immediate Memory in Dyslexia J Learn Disabil, November 1, 1993; 26(9): 597 - 609. [Abstract] [PDF]

				P. T. Ackerman Letters to the Editor J Learn Disabil, October 1, 1993; 26(8): 498 - 498. [PDF]