Early Academic Achievement and Intervention Response: Role of Executive Function

What this Trial Is About

Researchers are studying how brain networks related to reading, math, and executive functions interact to predict academic outcomes in children. This longitudinal study focuses on kindergartners followed through first grade to understand overlapping skills and responses to intervention in those who struggle with reading and math. The study aims to explore these brain mechanisms to better support children facing academic challenges. The study involves 260 kindergartners tested at three time points: fall and spring of kindergarten, and fall of first grade. After the third assessment, the lowest third of readers will be randomly assigned to either continue usual instruction or receive 20 hours of one-on-one reading tutoring over six weeks. Both groups will be reassessed in the spring of first grade. Brain imaging using MRI and fMRI will be done at fall of kindergarten, fall of first grade, and spring of first grade to examine brain activity related to learning. Participants will complete academic testing with the Woodcock Johnson Tests of Achievement at baseline and follow-up points to measure reading and math skills. The study tracks changes over time and intervention effects. Children will participate in assessments, neuroimaging, and tutoring sessions as applicable. The total study duration spans from kindergarten entry through spring of first grade, with multiple evaluations to monitor progress and brain function.

Executive Function in Early Childhood