Brain Stimulation With Combined Reading and Motor Training for Children With Dyslexia

This is a randomized, double‐blind, sham‐controlled, 8‐group component trial in9‐year‐old boys with developmental dyslexia. The study tests a theory‐driven predictionderived from multiple‐deficit models of dyslexia: that simultaneously targetingreading‐related and sensory‐motor brain networks, while delivering an integratedphonological and fine motor intervention, produces greater and more durable readingimprovement than single‐component interventions.The tDCS protocol uses 1 mA current for 20 minutes per session over 20 sessions (3sessions/week). Electrode montages are yoked to the type of cognitive intervention: lefttemporoparietal (TPJ) for phonological training, left primary motor cortex (M1) for motortraining, and dual‐site TPJ+M1 for the combined intervention. A tDCS‐only group (M1montage) is included to isolate the effect of motor cortex stimulation.Primary outcome: change in the composite score of Factor 1 of the Reading and DyslexiaTest (word reading, phoneme deletion, nonword reading, and word comprehension). Secondaryoutcomes: fine motor performance (BOT‐2), rapid automatized naming, and text readingfluency.Assessments occur at baseline, immediately after the intervention, and at 3‐ and 6‐monthfollow‐ups.