Understanding how reading instruction affects brain development in children
Tracking neurocognitive changes during evidence-based reading instruction in typically and atypically developing children
This study is looking at how kids, especially those with reading difficulties, learn to read by checking their brain activity and behavior, so we can find better ways to help them improve their reading skills.
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-11090036 on NIH RePORTER |
What this research studies
This research investigates how different children, particularly those with reading disabilities, respond to reading instruction by tracking changes in their brain and behavior. Using advanced techniques like EEG and functional MRI, the study aims to identify why some children benefit from reading remediation while others do not. By analyzing cognitive and neurobiological factors, the research seeks to develop more effective teaching methods tailored to individual needs. The ultimate goal is to improve reading outcomes for children who struggle with reading.
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.
Not a fit: Children who do not have reading disabilities or are 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 more effective reading instruction methods that are tailored to the unique needs of children with reading disabilities.
How similar studies have performed: Previous research has shown promising results in understanding cognitive and neurobiological responses to educational interventions, suggesting that this approach could yield valuable insights.
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.