Understanding why some prem toddler language delays occur using brain scans and talking data
Official title: Characterizing late talking in prematurity using neuroimaging and language sample analysis
Funded at University of Cincinnati · NIH-11336699 · Data updated 2026-11-12
Young children born very early who are late to talk may catch up or have ongoing challenges, and this study looks at brain images and language samples to better tell the difference.
Quick facts
| Grant type | R21 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of Cincinnati NIH-funded |
| Lab location | 1 site (Cincinnati, United States) |
| Project start | August 1, 2026 |
| Project end | July 31, 2028 |
| Funding year | 2026 |
| Award (this year) | $458,331 |
| NIH project number | 1R21DC023496-01 |
| Project ID | NIH-11336699 on NIH RePORTER |
Who could benefit from this research
✓Could help
Children born very preterm (23–32 weeks gestational age) who are being followed for hearing, speech, and language development and who are assessed around ages 2–3.
✕Less likely to help
Children not born preterm or without expressed language delays may not directly benefit from this specific analysis.
What this research studies
This project uses brain imaging at term-equivalent age and language data from children born very preterm to understand which late talking kids will continue to have language difficulties and which will catch up. It combines video-based communication assessments at age 2 with standardized speech and language tests at ages 2 and 3, along with home environment and medical history. The goal is to identify early biomarkers and contextual factors that distinguish transient delays from persistent problems, so families can be guided appropriately. Participation would involve schedules for imaging and follow-up visits, plus parent-completed questionnaires and form reviews.
Why it matters
Potential benefit: If successful, this work could help clinicians identify which late talkers need targeted support and when, potentially improving language outcomes for affected children.
How similar studies have gone: Earlier work has shown that early brain and behavior data can differentiate language outcomes in preterm children, supporting potential predictive value.
Where this research is happening
-
University of Cincinnati
Cincinnati, United States Active
Researchers
- Principal investigator: Vannest, Jennifer J. — University of Cincinnati
- Study coordinator: Vannest, Jennifer 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.