How word learning can predict dyslexia in children with language impairment
Official title: Orthography and phonology in word learning as a predictor of dyslexia in children with language impairment
Funded at Mgh Institute of Health Professions · NIH-10417121 · Data updated 2026-11-12
This study looks at how kids with language challenges learn new words and how that might help us spot early signs of dyslexia, so we can find better ways to support them as they learn to read.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Mgh Institute of Health Professions NIH-funded |
| Lab location | 1 site (Charlestown, UNITED STATES) |
| Project start | July 1, 2018 |
| Project end | June 30, 2025 |
| Funding year | 2022 |
| Award (this year) | $570,211 |
| NIH project number | 5R01DC016895-05 |
| Project ID | NIH-10417121 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for this research are children aged 0-11 years who have been diagnosed with language impairment.
✕Less likely to help
Children without language impairment or those who are older than 11 years may not benefit from this research.
What this research studies
This research investigates the relationship between how children with language impairment learn words and the potential prediction of dyslexia. By examining the interplay between orthographic processing (how letters and patterns are recognized) and phonological processing (how sounds are understood), the study aims to identify early indicators of reading difficulties. The research involves longitudinal studies tracking children's reading outcomes over time, focusing on those with language impairments. The goal is to improve treatment strategies by understanding which children are at risk for dyslexia based on their word learning abilities.
Why it matters
Potential benefit: If successful, this research could lead to earlier identification and more effective interventions for children at risk of dyslexia.
How similar studies have gone: Previous research has shown promising results in understanding the relationship between language impairments and reading difficulties, indicating that this approach has potential for success.
Where this research is happening
-
Mgh Institute of Health Professions
Charlestown, United States Active
Researchers
- Principal investigator: Hogan, Tiffany P — Mgh Institute of Health Professions
- Study coordinator: Hogan, Tiffany P
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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.