grant
Integrating Reading and Attention Practices to Maximize Learning for Students with Co-Occurring Difficulties
Organization HARVARD UNIVERSITYLocation CAMBRIDGE, UNITED STATESPosted 18 Sept 2024Deadline 31 Aug 2029
NIHUS FederalResearch GrantFY20250-11 years oldActive Follow-upAddressApplication ContextAttentionBehavioralChildChild YouthChildren (0-21)ClinicalEducationEducational aspectsEffectivenessEvidence based practiceGeneralized GrowthGrowthHealthImmediate MemoryInstructionInterventionInvestigatorsLearningLinkMediatingMediatorOutcomeParticipantPerformancePersonal SatisfactionPilot ProjectsPopulationPublic HealthRandomized, Controlled TrialsReadingReading DisabilitiesReading disabilityResearchResearch PersonnelResearchersSchoolsSeveritiesShort-Term MemoryStudentsTestingTimeTissue GrowthVocabularyVocabulary Wordsactive followuparmbehavior measurementbehavior observationbehavior outcomebehavioral measurebehavioral measurementbehavioral observationbehavioral outcomeclinical practicecontextual factorsdesigndesigningdetermine efficacyefficacy analysisefficacy assessmentefficacy determinationefficacy evaluationefficacy examinationevaluate efficacyexamine efficacyexperiencefollow upfollow-upfollowed upfollowupimprovedinattentioninattentivenessinnovateinnovationinnovativeintervention designintervention effectkidsontogenypilot studypost interventionprocessing speedrandomized control trialreading comprehensionreading deficiencyreading deficitreading difficultiesremediationresponsesustained attentiontherapy designtreatment designwell-beingwellbeingworking memoryyoungster
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Project Summary/Abstract
Despite decades of research on reading disabilities, the efficacy of existing interventions for improving
reading in upper elementary students (Grades 3 – 5) remains limited. This is a significant public health concern
as reading is a strong predictor of lifetime earnings, general health, and overall wellbeing. One…
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