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.
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Woodcock Johnson Tests of Achievement, Fourth Edition (WJ-IV)
Timeframe: Baseline, at study entry (Fall of Kindergarten)
Change in Woodcock Johnson Tests of Achievement, Fourth Edition (WJ-IV)
Timeframe: Baseline, at study entry (Fall of Kindergarten); and approximately 1 year after baseline (Fall of 1st Grade)
Change in Woodcock Johnson Tests of Achievement, Fourth Edition (WJ-IV)
Timeframe: Approximately 1 year after baseline (Fall of 1st Grade); and approximately 1 year 3 months after baseline (Spring of 1st Grade)