Reading Tutoring for Executive Function Development in Children
Recruiting in Palo Alto (17 mi)
Overseen byLaurie E Cutting, PhD
Age: < 18
Sex: Any
Travel: May Be Covered
Time Reimbursement: Varies
Trial Phase: Academic
Recruiting
Sponsor: Vanderbilt University
Must not be taking: Psychotropic medications
Disqualifiers: Intellectual disability, Visual impairment, Hearing impairment, Neurologic pathology, others
No Placebo Group
Trial Summary
What is the purpose of 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.
Will I have to stop taking my current medications?
The trial does not specify if participants must stop taking their current medications, but children taking psychotropic medications (except for stimulant medication for ADHD) are excluded. If your child is on such medications, they may not be eligible to participate.
What data supports the effectiveness of the treatment Reading Tutoring, Literacy Intervention, Educational Support for Executive Function Development in Children?
Research shows that improving executive functions, like attentional control, can enhance reading skills in children, as seen in a study where a video game-based intervention improved reading abilities and planning skills. Additionally, embedding executive function training into early literacy instruction has shown potential benefits for young dual language learners.12345
Is reading tutoring safe for children?
Research on reading tutoring and similar educational interventions generally focuses on improving skills like executive function and literacy, with no reported safety concerns for children. These interventions are typically designed to support learning and development in a safe and supportive environment.24678
How does the Reading Tutoring treatment differ from other treatments for executive function development in children?
Eligibility Criteria
This trial is for Kindergarten children, approximately ages 4-9, who are native English speakers. It's not suitable for kids with intellectual disabilities, uncorrectable vision or significant hearing loss, metal devices that preclude MRI scans, IQ below 70, neurological issues like epilepsy or brain tumors, severe psychiatric disorders or those on certain psychotropic meds.Inclusion Criteria
My child is in Kindergarten, aged between 4-9 years.
I am a native English speaker.
Exclusion Criteria
You have a developmental disorder that affects many areas of your life.
You have been diagnosed with an intellectual disability in the past.
You have serious mental health conditions in addition to your other medical issues.
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Trial Timeline
Screening
Participants are screened for eligibility to participate in the trial
2-4 weeks
Baseline Testing
Initial testing of reading, math, and executive function skills using WJ-IV and neuroimaging
Fall of Kindergarten
1 visit (in-person)
Intervention
Selected participants receive 20 hours of one-on-one reading tutoring over 6 weeks
6 weeks
Multiple visits (in-person)
Follow-up Testing
Post-intervention testing to assess changes in academic skills and brain function
Spring of 1st Grade
1 visit (in-person)
Longitudinal Follow-up
Continued monitoring of academic outcomes and brain function
Approximately 1 year after baseline
Treatment Details
Interventions
- Reading Tutoring (Behavioral Intervention)
Trial OverviewThe study examines how brain networks related to reading skills and executive functions (EF) interact in young children. By following participants from Kindergarten through 1st grade, the research aims to predict academic outcomes and see how well they respond to reading tutoring interventions.
Participant Groups
2Treatment groups
Active Control
Group I: Reading Tutoring InterventionActive Control1 Intervention
20 hours of one-on-one reading tutoring administered over 6 weeks
Group II: Business as UsualActive Control1 Intervention
Instruction as usual within schools
Find a Clinic Near You
Research Locations NearbySelect from list below to view details:
Vanderbilt UniversityNashville, TN
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Who Is Running the Clinical Trial?
Vanderbilt UniversityLead Sponsor
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)Collaborator
References
Enhancing reading skills through a video game mixing action mechanics and cognitive training. [2022]In modern societies, training reading skills is fundamental since poor-reading children are at high risk of struggling both at school and in life. Reading relies not only on oral language abilities but also on several executive functions. Considering their importance for literacy, training executive functions-particularly, attentional control has been suggested as a promising way of improving reading skills. For this reason, we developed a video game-based cognitive intervention aimed at improving several facets of executive functions. This game is composed of mini-games that apply gamified versions of standard clinical exercises linked through a game environment with action video game dynamics. Here, in a study involving 151 typically reading children, we demonstrated that after this general-domain behavioural intervention reading abilities, as well as attentional and planning skills, were significantly improved. Our results showed that training attentional control can translate into better reading efficiency, maintained at a follow-up test 6 months later.
Embedding Executive Function Training Into Early Literacy Instruction for Dual Language Learners: A Pilot Study. [2023]Early literacy skills are key indicators of future reading development for young dual language learners (DLLs). Additionally, emerging evidence indicates that young children's executive function (EF) skills are uniquely associated with elementary school reading outcomes (Ribner et al., 2017). Therefore, the purpose of this pilot study was to evaluate the potential for embedding strategies to support EF development within evidence-based early language and literacy instruction for young DLLs.
Executive Functions Contribute Uniquely to Reading Competence in Minority Youth. [2022]Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing "higher-level" or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty.
Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities. [2023]The role of executive function (EF) in the reading process, and in those with reading difficulties, remains unclear. As members of the Texas Center for Learning Disabilities, we review multiple perspectives regarding EF in reading and then summarize some of our recent studies of struggling and typical readers in grades 3-5. Study 1a found that a bi-factor structure best represented a comprehensive assessment of EF. Study 1b found that cognitive and behavioral measures of EF related independently to math and reading. Study 1c found that EF related to reading, above and beyond other variables, but Study 1d found no evidence that adding an EF training component improved intervention response. Study 1e found that pretest EF abilities did not relate to intervention response. Neuroimaging studies examined EF-related brain activity during both reading and nonlexical EF tasks. In Study 2a, the EF task evoked control activity, but generated no differences between struggling and typical readers. The reading task, however, had group differences in both EF and reading regions. In Study 2b, EF activity during reading at pretest was related to intervention response. Across studies, EF appears involved in the reading process. There is less evidence for general EF predicting or improving intervention outcomes.
Progress in reading and spelling of dyslexic children is not affected by executive functioning. [2014]Although poor reading and spelling skills have been associated with weak skills of executive functioning (EF), its role in literacy is not undisputed. Because EF has different theoretical underpinnings, methods of analysis and of assessing, it has led to varying and often contrasting results in its effects in children with dyslexia. The present study has two goals. The first goal is to establish the relationship between a large number of EF tasks and reading and spelling skills in a large number of Dutch dyslexic children (n = 229). More interesting, however, is the second aim. To what extent do EF skills predict progress in reading and spelling in dyslexic children who attended a remediation programme? The results revealed small, but significant relationships between EF and reading and spelling skills, but no relationships between EF and progress in reading and spelling. It is concluded that training EF skills is unlikely to enhance reading and spelling skills.
Interventions for Executive Function in High-Risk Infants and Toddlers. [2023]This review summarizes the current state of evidence regarding interventions for executive function in high-risk infants and toddlers. Currently, there is a paucity of data in this area, with the interventions that have been studied highly variable in their content, dosage, target, and results. Self-regulation is the executive function construct targeted the most, with mixed results. The few studies that report later child outcomes in prekindergarten/school-aged children are encouraging, overall indicating improved cognition and behavior in the children of parents who received a parenting style intervention.
Promoting EF With Preschool Interventions: Lessons Learned From 15 Years of Conducting Large-Scale Studies. [2021]In the past two decades, a growing number of early childhood interventions that aim to improve school readiness have also targeted children's executive function (EF), building on the theory that promoting EF skills in preschool may play a key role in reducing the substantial gaps in school readiness and later achievement associated with family income. Despite the expansion of school readiness interventions across preschool, research evidence is mixed regarding what works to promote EF development and the impact of these interventions on children's EF skills, and subsequently, their academic and behavioral outcomes. This paper reviews four intervention approaches designed to support school readiness that may also improve children's EF skills by: (a) encouraging adaptive classroom behaviors, (b) improving social-emotional learning, (c) promoting play and direct training of EF skills, and (d) improving cognitive skills related to EF. We describe program effects from rigorous trials testing these approaches, including summarizing the takeaways from four large-scale intervention research studies conducted by the authors, involving over 5,000 children. We conclude by exploring open questions for the field and future directions for research and intervention program development and refinement.
Dialogic reading vs screen exposure intervention is related to increased cognitive control in preschool-age children. [2020]Shared reading leads to better language and executive functions. This study was designed to examine the effect of dialogic reading compared to screen-exposed intervention on executive functions using behavioural and electroencephalogram measures.
Working memory deficits in children with reading difficulties: memory span and dual task coordination. [2013]The current study investigated the cause of the reported problems in working memory in children with reading difficulties. Verbal and visuospatial simple and complex span tasks, and digit span and reaction times tasks performed singly and in combination, were administered to 46 children with single word reading difficulties and 45 typically developing children matched for age and nonverbal ability. Children with reading difficulties had pervasive deficits in the simple and complex span tasks and had poorer abilities to coordinate two cognitive demanding tasks. These findings indicate that working memory problems in children with reading difficulties may reflect a core deficit in the central executive.
Direct and Indirect Contributions of Executive Function to Word Decoding and Reading Comprehension in Kindergarten. [2021]Extant research is increasingly recognizing the contribution of executive function (EF) to reading comprehension alongside established predictors like word decoding and oral language. The nature of the association between EF and reading comprehension is commonly investigated in older children and in those with reading impairments. However, less is known about this relationship in emerging readers in kindergarten, where word decoding and reading comprehension are highly intertwined. Moreover, a better understanding of the mechanisms by which EF influences reading comprehension is needed. The present study investigated direct contributions of EF to reading comprehension, as well as indirect contributions via word decoding in 97 kindergarteners. Results indicated that there was a significant indirect effect of EF on reading comprehension, with word decoding mediating this association. The direct contribution of EF to reading comprehension was not significant. Implications for reading instruction and intervention for early readers are discussed.
Executive dysfunctions, reading disabilities and speech-language pathology evaluation. [2016]Many students with reading disabilities exhibit persisting reading problems despite intervention. The crucial difference between effective and struggling readers is their executive functions (EFs), and improved functions impact positively on learning to read and reading to learn.
The role of executive function in reading comprehension among beginning readers. [2021]Empirical evidence supports the importance of executive function (EF) in reading, but the underlying mechanism through which EF contributes to the reading process is unclear. The present study examined the direct and indirect effects of EF on reading comprehension through the indirect pathway of language and cognitive skills (i.e., syntactic awareness and text-connecting inferencing) among the beginning readers. The sample included one hundred and sixty-five 2nd and 3rd grade students. The participants were tested on working memory (visuospatial working memory and verbal working memory) and inhibition (prepotent response inhibition and cognitive inhibition), and their syntactic awareness, inference-making, and reading comprehension. The unitary EF construct was obtained by means of confirmatory factor analysis based on the structure of EF in middle childhood suggested in developmental studies. Structural equation modelling was used to examine the direct and indirect effects of EF on the reading outcome. The findings indicated that EF has a direct effect on reading comprehension among the beginning readers. The indirect pathway showed that EF supports the ability to evaluate on grammatical structure of sentences (i.e., syntactic awareness) during reading. However, the indirect effect of EF on reading via inference-making ability is insignificant. The findings highlight the contributions of EF to reading and provide empirical evidence to the hypothetical relation between EF and language skills suggested in DIER (Kim, 2020, Resarch Quarterly, 50, 459). It further extends our knowledge on the roles of EF in the reading process among the beginning readers. Future research directions are implicated as well.