Understanding how bilingualism affects reading development in children
Official title: Longitudinal trajectories of white matter and reading development in bilingual children
Funded at Boston University (Charles River Campus) · NIH-11105761 · Data updated 2026-11-12
This study looks at how being bilingual affects children's brain development and reading skills as they grow up, especially when they start learning to read in English while still learning their first language, and the goal is to find ways to help bilingual kids succeed in school.
Quick facts
| Grant type | Fellowship grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Boston University (Charles River Campus) NIH-funded |
| Lab location | 1 site (Boston, United States) |
| Project start | April 2, 2024 |
| Project end | October 1, 2025 |
| Funding year | 2025 |
| Award (this year) | $49,210 |
| NIH project number | 5F32HD114392-02 |
| Project ID | NIH-11105761 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for this research are bilingual children aged 0-20 who are learning to read in an English-only educational environment.
✕Less likely to help
Patients who are monolingual or those who are not currently engaged in learning to read in English may not benefit from this research.
What this research studies
This research investigates the brain development and reading skills of bilingual children over time. By using neuroimaging techniques, the study aims to understand how learning to read in a second language impacts cognitive functions and brain networks. It focuses on the unique challenges bilingual children face, particularly when they begin English-only education while still developing proficiency in their native language. The findings could help tailor educational strategies to better support bilingual learners.
Why it matters
Potential benefit: If successful, this research could lead to improved educational approaches that enhance reading skills in bilingual children, helping to close the achievement gap.
How similar studies have gone: Previous research has shown that understanding the neural basis of bilingualism can lead to significant advancements in educational practices, indicating that this approach has potential for success.
Where this research is happening
-
Boston University (Charles River Campus)
Boston, United States Active
Researchers
- Principal investigator: Ronderos, Juliana — Boston University (Charles River Campus)
- Study coordinator: Ronderos, Juliana
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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.