Can Word-Part lessons crack the code for kids who struggle to read?
NCT ID NCT06403007
First seen Sep 11, 2026 · Last updated Sep 11, 2026
Summary
York University researchers are testing two ways to train teachers to help children with dyslexia who have not improved with standard classroom reading instruction. One program adds morphology, which teaches shared word meanings like sign, design, and signal. The other adds set-for-variability, which teaches children to stay flexible when matching letters to sounds. The study enrolls about 964 children in grades 1 through 3 across many schools and measures reading accuracy, fluency, and phonological skills.
What this could mean
Our plain-language read of the trial. This is informational only, not medical advice or a prediction.
- Active substance
- teacher training in phonics plus morphology or phonics plus set-for-variability
- What this could lead to
- If either approach works, schools could gain a clearer, evidence-based way to train teachers and help children with dyslexia who have not responded to standard reading instruction.
- What could go wrong
- This is an education study, not a medical treatment, and reading gains may be modest or fade over time. Results from 100 schools may not transfer to every classroom, and children who struggle most may need more intensive help than either program provides.
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Study facts
What this study's own registry entry says, in plain language.
- Phase
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Not a phased trial
Phase numbers describe drug development. The registry uses this when they do not apply, as it does for trials of devices, procedures or behaviour changes, and for observational studies.
- Participants
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964 people
The number who actually took part.
- Started
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Jun 2024
- Finished
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Aug 2026
- Lead sponsor
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Other sponsor
The registry's catch-all category, for sponsors it does not file as a company, a government agency, or a research network.
Who can take part
This study's own entry requirements. Only the study team can say for certain whether you qualify.
- Ages
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6 to 9 years
- Sex
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Anyone
- Healthy volunteers
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Not accepted
This study is not open to healthy volunteers. The entry requirements below say who it is open to.
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Copied word for word from the study's registry entry, so the wording is the study team's rather than ours.
Inclusion Criteria: 1. Formal parent consent letter received 2. Child assent received 3. Screening phase data: We use 2 reading screening measures in a screening phase of the study. These are: Sight Word Reading Efficiency (real words) from the Test of Word Reading Efficiency (TOWRE-2; Torgesen et al., 2012), and the (Sight Word Reading Efficiency (real words) and Phonemic Decoding Efficiency (nonwords) from the Test of Word Reading Efficiency (TOWRE-2; Torgesen et al., 2012), and the Test of Silent Word Reading Fluency-2 (TOSWRF-2; Mather et al., 2014)). Two scores of 3 below a standard score of 90 includes a child in the study. Exclusion Criteria: 1. No parent consent 2. No child assent 3. Two scores of 3 NOT below a standard score of 90 includes a child in the study. 4. Teacher judgement that child not ready or suited for the intervention.
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Conditions
The condition(s) this trial relates to.
As listed by the trial registrant
The condition terms exactly as the trial's registrant entered them.
Contacts and locations
Locations
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Faculty of Education
Edmonton, Alberta, T6G 2G5,, Canada
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Faculty of Education
Toronto, Ontario, M6A0B6, Canada
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