Improving reading and attention skills in elementary students with difficulties
Official title: Integrating Reading and Attention Practices to Maximize Learning for Students with Co-Occurring Difficulties
Funded at Harvard University · NIH-10858792 · Data updated 2026-11-12
This study is testing a new program called SPARK to help kids in grades 3-5 who have trouble with reading and paying attention, aiming to make learning easier and more fun for them.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Harvard University NIH-funded |
| Lab location | 1 site (Cambridge, United States) |
| Project start | September 18, 2024 |
| Project end | August 31, 2029 |
| Funding year | 2024 |
| Award (this year) | $686,233 |
| NIH project number | 1R01HD115003-01 |
| Project ID | NIH-10858792 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for this research are elementary school students aged 8 to 11 who experience both reading and attention difficulties.
✕Less likely to help
Students who do not have reading or attention difficulties may not benefit from this research.
What this research studies
This research investigates a new approach to help upper elementary students (Grades 3-5) who struggle with both reading and attention difficulties. The project aims to integrate effective strategies for improving reading outcomes while also addressing attention issues, which are often overlooked in traditional reading interventions. By using a unified intervention called Supporting Attention and Reading for Kids (SPARK), the study seeks to enhance learning for students who face these co-occurring challenges. Participants will engage in evidence-based practices designed to improve both their reading skills and attention span.
Why it matters
Potential benefit: If successful, this research could lead to more effective educational interventions that significantly improve reading skills and overall academic performance for children with co-occurring difficulties.
How similar studies have gone: Previous research has shown promise in integrating attention and reading interventions, but this specific approach is innovative and aims to fill a gap in existing studies.
Where this research is happening
-
Harvard University
Cambridge, United States Active
Researchers
- Principal investigator: Capin, Phil J — Harvard University
- Study coordinator: Capin, Phil J
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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.