Predicting how reading support will work for kids with reading disability
Official title: Predicting Intervention Outcomes in Reading Disabled Students Using In-School Cognitive Neuroscience
Funded at University of Connecticut Storrs · NIH-11372977 · Data updated 2026-11-12
A school-based study will look at which factors help children with reading disabilities respond to reading interventions and how to tailor support for different kids.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of Connecticut Storrs NIH-funded |
| Lab location | 1 site (Storrs-Mansfield, United States) |
| Project start | September 17, 2024 |
| Project end | May 31, 2029 |
| Funding year | 2026 |
| Award (this year) | $609,150 |
| NIH project number | 5R01HD112521-03 |
| Project ID | NIH-11372977 on NIH RePORTER |
Who could benefit from this research
✓Could help
Children with reading disability (RD), especially those in the 0–11 year age range and older persistent poor readers, who are receiving or may receive school-based reading interventions.
✕Less likely to help
Children without reading disabilities or those not participating in reading interventions may not directly benefit from these findings.
What this research studies
This project will be conducted in schools to understand why some children with reading disability improve with intervention while others do not. It uses in-school cognitive neuroscience approaches to collect data during regular instruction and track changes over time. The goal is to identify predictors so educators can adapt instruction to better fit each student’s needs. The work emphasizes real-world classroom settings rather than highly controlled lab conditions. Results could guide more effective, personalized reading interventions for students in the later elementary years.
Why it matters
Potential benefit: If successful, this research could help teachers identify which strategies work best for individual students with reading disability and customize interventions to improve reading outcomes.
How similar studies have gone: Past research shows that certain predictors can influence response to reading interventions, but this study aims to refine predictors in in-school settings for older children.
Where this research is happening
-
University of Connecticut Storrs
Storrs-Mansfield, United States Active
Researchers
- Principal investigator: Landi, Nicole — University of Connecticut Storrs
- Study coordinator: Landi, Nicole
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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.