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There is a paucity of information about how this cognitively complex population responds to mainstream reading interventions. The clinical trial goals were to determine whether children and adolescents with <jats:styled-content style=\"fixed-case\">NF<\/jats:styled-content>1 and reading deficits (<jats:styled-content style=\"fixed-case\">NF<\/jats:styled-content>+<jats:styled-content style=\"fixed-case\">RD<\/jats:styled-content>) benefit from mainstream remedial reading programs and whether responsiveness varies with differences in program\u2010related visual\u2013spatial demands.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>Forty\u2010nine participants (28 males, 21 females; aged 8\u201314y) with either <jats:styled-content style=\"fixed-case\">NF<\/jats:styled-content>+<jats:styled-content style=\"fixed-case\">RD<\/jats:styled-content> (<jats:italic>n<\/jats:italic>=17, 11 males, six females) or idiopathic reading deficit (<jats:styled-content style=\"fixed-case\">IRD<\/jats:styled-content>) (<jats:italic>n<\/jats:italic>=32, 17 males, 15 females) were randomly assigned to intensive remedial teaching using one of two multisensory reading programs: one with greater kinesthetic demands and the other with greater visual\u2013spatial demands. Two control groups \u2013 wait\u2010list\u00a0<jats:styled-content style=\"fixed-case\">IRD<\/jats:styled-content> (<jats:italic>n<\/jats:italic>=14, 11 males, three females) and typically developing readers (<jats:italic>n<\/jats:italic>=26, 13 males, 13 females) \u2013 received no treatment. Repeated measures and multivariate <jats:styled-content style=\"fixed-case\">ANOVA<\/jats:styled-content> analyses compared each group's growth in reading achievement from pre\u2010 to post\u2010testing.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Treated groups showed significant growth whereas untreated groups did not. Comparing treated groups, the <jats:styled-content style=\"fixed-case\">IRD<\/jats:styled-content> group responded equally well to both interventions, whereas the <jats:styled-content style=\"fixed-case\">NF<\/jats:styled-content>+<jats:styled-content style=\"fixed-case\">RD<\/jats:styled-content> group showed a better response to the more kinesthetic approach.<\/jats:p><\/jats:sec><jats:sec><jats:title>Interpretation<\/jats:title><jats:p>Results suggest that multisensory remedial reading teaching that emphasizes kinesthetic demands more than visual\u2013spatial demands is suitable for students with <jats:styled-content style=\"fixed-case\">NF<\/jats:styled-content>+<jats:styled-content style=\"fixed-case\">RD<\/jats:styled-content>.<\/jats:p><\/jats:sec>","DOI":"10.1111\/dmcn.12769","type":"journal-article","created":{"date-parts":[[2015,4,22]],"date-time":"2015-04-22T08:39:24Z","timestamp":1429691964000},"page":"1150-1158","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":15,"title":["Teaching reading to children with neurofibromatosis type 1: a clinical trial with random assignment to different approaches"],"prefix":"10.1111","volume":"57","author":[{"given":"Laura A","family":"Barquero","sequence":"first","affiliation":[{"name":"Education and Brain Sciences Research Laboratory Peabody School of Education Vanderbilt University Nashville TN USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Angela M","family":"Sefcik","sequence":"additional","affiliation":[{"name":"Education and Brain Sciences Research Laboratory Peabody School of Education Vanderbilt University Nashville TN 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