Improving reading and attention for 3rd–5th graders
Integrating Reading and Attention Practices to Maximize Learning for Students with Co-Occurring Difficulties
['FUNDING_R01'] · HARVARD UNIVERSITY · NIH-11194284
This project combines proven reading lessons with attention strategies to help 3rd–5th graders who struggle with both reading and paying attention.
Quick facts
| Phase | ['FUNDING_R01'] |
|---|---|
| Study type | Nih_funding |
| Sex | All |
| Sponsor | HARVARD UNIVERSITY (nih funded) |
| Locations | 1 site (CAMBRIDGE, UNITED STATES) |
| Trial ID | NIH-11194284 on ClinicalTrials.gov |
What this research studies
If your child is in 3rd–5th grade and has trouble reading and staying focused, researchers will deliver a program called SPARK that blends evidence-based reading instruction with classroom attention supports. The team will work with partner schools to teach these combined skills and follow students over time to track changes in reading and attention. The study focuses on students who have both reading difficulties and elevated inattention and uses practices already shown to help each area. The goal is to see whether a unified approach helps children make bigger learning gains than typical reading supports alone.
Who could benefit from this research
Good fit: Ideal candidates are 3rd–5th graders who have measurable reading difficulties and elevated levels of inattention.
Not a fit: Children who only have reading problems without attention difficulties, those outside Grades 3–5, or children with certain severe disabilities may not benefit from this specific program.
Why it matters
Potential benefit: If successful, this program could help children with both reading and attention problems make stronger reading gains and improve classroom focus.
How similar studies have performed: Attention supports have improved classroom focus in prior work, but combining attention and reading practices into one integrated program for upper elementary students is relatively new.
Where this research is happening
CAMBRIDGE, UNITED STATES
- HARVARD UNIVERSITY — CAMBRIDGE, UNITED STATES (ACTIVE)
Researchers
- Principal investigator: CAPIN, PHIL J — HARVARD UNIVERSITY
- Study coordinator: CAPIN, PHIL J
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 below.