Identifying language and reading disorders in bilingual children
Official title: Diagnostic identification of language and reading disorders among bilingual learners
Funded at University of South Carolina at Columbia · NIH-10980670 · Data updated 2026-11-12
This study is working to help teachers and parents better understand and support bilingual kids who might have language and reading challenges in both Spanish and English, so they can get the right help they need without being misdiagnosed.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of South Carolina at Columbia NIH-funded |
| Lab location | 1 site (Columbia, United States) |
| Project start | September 24, 2024 |
| Project end | June 30, 2029 |
| Funding year | 2024 |
| Award (this year) | $645,792 |
| NIH project number | 1R01HD114547-01A1 |
| Project ID | NIH-10980670 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for this research are bilingual children aged 0-11 years, particularly those in kindergarten to 2nd grade who may be experiencing language or reading difficulties.
✕Less likely to help
Children who are not bilingual or who do not exhibit any language or reading difficulties may not benefit from this research.
What this research studies
This research aims to improve the diagnosis of language and reading disorders among bilingual learners, particularly those who speak both Spanish and English. It addresses the issue of misdiagnosis, which can lead to serious educational consequences, by developing reliable assessment protocols. The project will involve annual evaluations of children's reading and language skills in both languages, using a combination of standardized tests and input from parents and teachers. The goal is to create accurate tools that can help identify children who truly need support.
Why it matters
Potential benefit: If successful, this research could lead to more accurate diagnoses and better educational outcomes for bilingual children with language and reading disorders.
How similar studies have gone: Previous research has shown that developing tailored assessment tools can significantly improve the identification of learning disorders in bilingual populations, suggesting a promising avenue for this project.
Where this research is happening
-
University of South Carolina at Columbia
Columbia, United States Active
Researchers
- Principal investigator: Fitton, Lisa — University of South Carolina at Columbia
- Study coordinator: Fitton, Lisa
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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.