Omega 3/6 fatty acids for reading in children: a randomized, double‐blind, placebo‐controlled trial in 9‐year‐old mainstream schoolchildren in Sweden

Background Previous research has shown positive effects of Omega 3/6 fatty acids in children with inattention and reading difficulties. We aimed to investigate if Omega 3/6 improved reading ability in mainstream schoolchildren. Methods We performed a 3‐month parallel, randomized, double‐blind, placebo‐controlled trial followed by 3‐month active treatment for all subjects. Mainstream schoolchildren aged 9–10 years were randomized 1:1 to receive three Omega 3/6 capsules twice daily or identical placebo. Assessments were made at baseline, 3 months, and 6 months. The primary outcome measure was the Logos test battery for evaluating reading abilities. The trial is registered with ClinicalTrials.gov, number NCT 02557477. Results The study enrolled 154 children (active n  = 78; placebo n  = 76), of whom 122 completed the first 3 months (active n  = 64; placebo n  = 58) and 105 completed the whole study (active/active n  = 55; placebo/active n  = 50). Outcomes were assessed by per protocol ( PP ) and intention‐to‐treat ( ITT ) analyses. Active treatment was superior to placebo at 3 months for improvement in phonologic decoding time ( PP active/placebo difference −0.16; 95% CI −0.03, −0.29; effect size ( ES ) .44; p  = .005; and ITT ES .37; p  = .036), in visual analysis time ( PP active/placebo difference −0.19; 95% CI −0.05, −0.33; ES .49; p  = .013; and ITT ES .40; p  = .01), and for boys in phonologic decoding time ( PP −0.22; 95% CI −0.03, −0.41; ES .62; p  = .004). Children with ADHD ‐ RS scores above the median showed treatment benefits in visual analysis time ( PP ES .8, p  = .009), reading speed per word ( PP ES .61, p  = .008), and phonologic decoding time per word ( PP ES .85, p  = .006). Adverse events were rare and mild, mainly stomach pain/diarrhea (active n  = 9, placebo n  = 2). Conclusions Compared with placebo, 3 months of Omega 3/6 treatment improved reading ability – specifically the clinically relevant ‘phonologic decoding time’ and ‘visual analysis time’ – in mainstream schoolchildren. In particular, children with attention problems showed treatment benefits.