An intensive and fully remote study implements an RCT intervention that provides audiobooks to third and fourth grade students recruited from across the United States from diverse SES backgrounds in two treatment groups: Audiobooks-only and Scaffolding. A third active-control group participated in an online Mindfulness intervention. Children in the Audiobooks-only condition received unlimited access to audiobooks curated based on their listening comprehension level. Children in the Scaffolding condition also received audiobooks and recommendations, as well as biweekly one-on-one online sessions with a learning facilitator, focused on improving their listening comprehension strategies and supporting their intervention adherence.
The study investigates the neural and cognitive components of reading comprehension in children with dyslexia and their typically developing peers, in second and third grade, the earliest point at which dyslexia can be reliably identified. Children with a prior diagnosis of dyslexia are recruited and comprehensively assessed using tests of language, reading, and cognitive skills. Children also complete reading and language comprehension fMRI tasks.
The study investigates individual response to reading intervention efficiacy. Children in 1st and 2nd grade are screened with a short battery of reading measurs to identify struggling readers. Children are pre-tested and post-tested with behavioral and neuroimaging measures (MRI and magnetoencephalography-MEG). Children are randomly assigned to receive reading intervention or math intervention over the summer break. For this study, I developed an implicit cross-modal letter-sound task for fMRI and magnetoencephalography (MEG) with the goal of applying neural decoding to use patterns of brain activity to differentiate participants’ responses to intervention.