Executive Function in Early Childhood

Part of paid clinical trials in Nashville, Tennessee.

Sponsor
Vanderbilt University
Study ID
NCT03713125
Status
Recruiting
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Conditions

  • Reading Disability

Eligibility Criteria

Sex
ALL
Age
4 Years - 9 Years
Healthy Volunteers
Accepted

Interventions

  • Reading Tutoring — BEHAVIORAL
    20 hours of 1:1 reading tutoring intervention over 6 weeks

Study Details

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.

Key Dates

Start date
Aug 13, 2019
Status verified
Jul 2025
Primary completion
Jul 31, 2026
Completion
Jul 31, 2026

Study Design

Enrollment
260 participants (estimated)
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER

Arms

  • Active Comparator: Reading Tutoring Intervention
    20 hours of one-on-one reading tutoring administered over 6 weeks
  • No Intervention: Business as Usual
    Instruction as usual within schools

Primary Outcome Measure

Woodcock Johnson Tests of Achievement, Fourth Edition (WJ-IV) [ Time Frame: Baseline, at study entry (Fall of Kindergarten) ]

Central Contacts

Locations (1)

FacilityCityStateZIPSite coordinators
Vanderbilt UniversityNashvilleTennessee37240-

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Vanderbilt University· Nashville, TN

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