Early Academic Skills and How Executive Function Shapes Improvement
Official title: Early Academic Achievement and Intervention Response: Role of Executive Function
Funded at Vanderbilt University · NIH-11408495 · Data updated 2026-11-12
This grant studies how kids aged 0-11 progress in reading and math and how executive function helps or hinders their growth, with implications for helping struggling students in elementary grades.
Quick facts
| Grant type | R37 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Vanderbilt University NIH-funded |
| Lab location | 1 site (Nashville, UNITED STATES) |
| Project start | September 1, 2025 |
| Project end | August 31, 2030 |
| Funding year | 2026 |
| Award (this year) | $680,946 |
| NIH project number | 5R37HD095519-07 |
| Project ID | NIH-11408495 on NIH RePORTER |
Who could benefit from this research
✓Could help
Children aged roughly 0-11 years who are in or entering early elementary to upper elementary grades (1st to 5th) and show reading or math difficulties.
✕Less likely to help
Children without reading or math difficulties or those not participating in related assessments or interventions may not directly benefit.
What this research studies
This project looks at why some elementary students improve in reading and math while others don’t, focusing on executive functions such as planning and problem solving. It uses brain and behavior measures to understand how these skills relate to learning and response to interventions. The findings could guide clearer, more effective supports for students in first through fifth grade, especially those affected by COVID-19 disruptions. The work aims to link cognitive processes with neural networks to tailor interventions that boost academic achievement.
Why it matters
Potential benefit: Better, more targeted supports for children struggling in reading and math could improve school success and long-term outcomes.
How similar studies have gone: Prior research suggests executive functions relate to early academic gains and response to interventions, but neural mechanisms and intervention-response links in upper elementary are still being clarified.
Where this research is happening
-
Vanderbilt University
Nashville, United States Active
Researchers
- Principal investigator: Cutting, Laurie E — Vanderbilt University
- Study coordinator: Cutting, Laurie E
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About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.