Understanding brain changes during reading instruction in children
Tracking neurocognitive changes during evidence-based reading instruction in typically and atypically developing children
This study looks at how special reading lessons can change how children's brains work, helping both kids who read well and those who struggle, so we can find better ways to teach reading that fit each child's needs.
Quick facts
| Grant type | R37 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of Connecticut Storrs NIH-funded |
| Lab location | 1 site (Storrs-Mansfield, United States) |
| Project ID | NIH-10913397 on NIH RePORTER |
What this research studies
This research investigates how evidence-based reading instruction affects the brain's neurocognitive functions in children, both typically developing and those with reading disabilities. By using advanced neuroimaging techniques like fMRI and EEG, the study aims to track changes in brain activity and organization throughout the reading intervention process. The goal is to identify why some children respond well to reading remediation while others do not, ultimately leading to more effective teaching strategies tailored to individual needs.
Who could benefit from this research
Good fit: Ideal candidates for this research are children aged 0-11 years, particularly those diagnosed with reading disabilities or those who may struggle with reading.
Not a fit: Children who are not experiencing reading difficulties or those outside the age range of 0-11 years may not benefit from this research.
Why it matters
Potential benefit: If successful, this research could lead to improved reading instruction methods that are more effective for children with reading disabilities.
How similar studies have performed: Previous research has shown promising results in understanding brain changes associated with reading interventions, indicating that this approach has potential for success.
Where this research is happening
Storrs-Mansfield, United States
- University of Connecticut Storrs — Storrs-Mansfield, United States (Active)
Researchers
- Principal investigator: Pugh, Kenneth R. — University of Connecticut Storrs
- Study coordinator: Pugh, Kenneth R.
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.