Executive Function in Early Childhood
ConditionReading Disability
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age4-9
SponsorVanderbilt University
About this trial
Despite the fact that a substantial number of school age children struggle with both reading and math acquisition, the brain mechanisms of the overlapping aspects of reading and math skills, thought in part to be linked via executive functions (EF), have not been unpacked. This project will use a longitudinal design, following children from Kindergarten through 1st grade, to understand how the brain networks associated with reading, math, and EF interact to predict academic outcomes and, in those who struggle academically, intervention response.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
Children in Kindergarten (approximate ages 4-9 years)
Native English speakers
Disqualifiers
Children not in Kindergarten at time of enrollment;
previous diagnosis of Intellectual Disability;
known uncorrectable visual impairment;
documented hearing impairment greater than or equal to a 25 decibel (dB) loss;
Trial design
Design model
Parallel
Treatments tested in this trial
Reading Tutoring
Behavioral20 hours of 1:1 reading tutoring intervention over 6 weeks
Treatment groups
260 Participants
are divided into 2 treatment groupsGroup A: Reading Tutoring InterventionActive comparator 1 intervention
Group B: Business as UsualNo intervention 0 interventions
Trial outcomes
Primary outcomes
1
Woodcock Johnson Tests of Achievement, Fourth Edition (WJ-IV)
WJ-IV Letter Word Identification, Word Attack, and Passage Comprehension subtests will be administered in order to assess letter and word recognition accuracy, decoding accuracy and reading comprehension. WJ-IV Calculation and Applied Problems will be administered to assess number identification, basic numeracy skills, and math problem solving. To assess whether cognitive and/or neural metrics of executive function and neural metrics of academic achievement predict academic ability at the same time point.
Time frame
Baseline, at study entry (Fall of Kindergarten)2
Change in Woodcock Johnson Tests of Achievement, Fourth Edition (WJ-IV)
Change from baseline in reading (as measured by WJ-IV Letter Word Identification, Word Attack, and Passage Comprehension subtests) and math (as measured by WJ-IV Calculation and Applied Problems subtests).
Time frame
Baseline, at study entry (Fall of Kindergarten); and approximately 1 year after baseline (Fall of 1st Grade)3
Change in Woodcock Johnson Tests of Achievement, Fourth Edition (WJ-IV)
Change from pre-intervention testing to post-intervention testing in reading (as measured by WJ-IV Letter Word Identification, Word Attack, and Passage Comprehension subtests) and math (as measured by WJ-IV Calculation and Applied Problems subtests).
Time frame
Approximately 1 year after baseline (Fall of 1st Grade); and approximately 1 year 3 months after baseline (Spring of 1st Grade)Sponsors and contacts
Click on the lead sponsor to view all of their trials.
Vanderbilt University
Lead sponsor
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Collaborator
Source ClinicalTrials.gov