Reading Tutoring for Executive Function Development in Children

Overseen By Julie Delheimer, BS

Age: < 18

Sex: Any

Trial Phase: Academic

Sponsor: Vanderbilt University

Must not be taking: Psychotropic medications

Disqualifiers: Intellectual disability, Visual impairment, Hearing impairment, Neurologic pathology, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 2

260 Participants Needed

Trial Summary

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. ^{1 2 3 4 5}

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. ^{2 4 6 7 8}

How does the Reading Tutoring treatment differ from other treatments for executive function development in children?

Reading Tutoring is unique because it focuses on improving executive function (mental skills that help with managing tasks) through literacy activities, which is different from other treatments that may not directly integrate reading skills with executive function development. ^{4 9 10 11 12}

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.

Research Team

Laurie E Cutting, PhD

Principal Investigator

Vanderbilt University

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.

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

Trial Overview The 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

Group I: Reading Tutoring Intervention Active Control 1 Intervention

20 hours of one-on-one reading tutoring administered over 6 weeks

Group II: Business as Usual Active Control 1 Intervention

Instruction as usual within schools

Who Is Running the Clinical Trial?

Vanderbilt University

Lead Sponsor

Trials

714

Recruited

6,143,000+

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Collaborator

Trials

2,103

Recruited

2,760,000+

Findings from Research

A video game-based cognitive intervention designed to improve executive functions, particularly attentional control, was tested on 151 typically reading children, resulting in significant improvements in their reading abilities and planning skills.

The benefits of this training were not only immediate but also sustained, as improvements in reading efficiency were maintained during a follow-up test conducted 6 months later.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Enhancing reading skills through a video game mixing action mechanics and cognitive training. Pasqualotto, A., Altarelli, I., De Angeli, A., et al.[2022]

In a pilot study involving 69 preschool dual language learners, both early literacy instruction and early literacy instruction with embedded executive function (EF) strategies significantly improved early literacy skills compared to a control group.

However, adding EF strategies to the literacy instruction did not provide any additional benefits over standard early literacy instruction, suggesting that while both methods are effective, the integration of EF strategies may not enhance outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Embedding Executive Function Training Into Early Literacy Instruction for Dual Language Learners: A Pilot Study. Goodrich, JM., Peng, P., Bohaty, J., et al.[2023]

In a study of 761 children from minority backgrounds, executive functions (EF) were found to significantly contribute to reading performance, indicating that skills like working memory and attentional switching are crucial for word reading, fluency, and comprehension.

Specifically, working memory was important for all reading components, while attentional switching was linked to reading fluency, suggesting that adapting to different dialects may enhance reading skills in these children.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth. Jacobson, LA., Koriakin, T., Lipkin, P., et al.[2022]

Executive function (EF) plays a role in the reading process, particularly in differentiating between struggling and typical readers, as shown by neuroimaging studies that revealed group differences in brain activity during reading tasks.

However, training in EF did not enhance intervention outcomes for reading difficulties, indicating that while EF is related to reading, it may not be a reliable predictor or a target for improving reading interventions.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities. Church, JA., Cirino, PT., Miciak, J., et al.[2023]

In a study involving 229 Dutch children with dyslexia, small but significant relationships were found between executive functioning (EF) skills and reading and spelling abilities.

However, the study concluded that improving EF skills does not predict progress in reading and spelling for dyslexic children undergoing remediation, suggesting that EF training may not enhance literacy outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Progress in reading and spelling of dyslexic children is not affected by executive functioning. Walda, SA., van Weerdenburg, M., Wijnants, ML., et al.[2014]

There is limited research on interventions aimed at improving executive function in high-risk infants and toddlers, with significant variability in the types of interventions studied.

Parenting style interventions show promise, as they are associated with improved cognitive and behavioral outcomes in children as they reach prekindergarten and school age.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Interventions for Executive Function in High-Risk Infants and Toddlers. Duncan, AF.[2023]

Early childhood interventions targeting executive function (EF) skills have been shown to potentially improve school readiness and reduce achievement gaps related to family income, based on a review of four intervention approaches.

The review included data from over 5,000 children across rigorous trials, highlighting the need for further research to clarify which specific strategies effectively enhance EF development and lead to better academic and behavioral outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Promoting EF With Preschool Interventions: Lessons Learned From 15 Years of Conducting Large-Scale Studies. Mattera, S., Rojas, NM., Morris, PA., et al.[2021]

A study involving 32 children (16 in a dialogic reading group and 16 in a screen-exposed group) showed that dialogic reading significantly improved executive functions and language skills compared to screen-based interventions over six weeks.

The dialogic reading group exhibited better performance in behavioral tasks and electroencephalogram measures, indicating faster reaction times and greater accuracy, suggesting that this method may enhance cognitive development in preschoolers.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Dialogic reading vs screen exposure intervention is related to increased cognitive control in preschool-age children. Twait, E., Farah, R., Shamir, N., et al.[2020]

Children with reading difficulties showed significant deficits in working memory, particularly in both simple and complex span tasks, compared to typically developing peers.

The study suggests that these working memory issues may stem from a fundamental problem in the central executive function of the brain, which is responsible for coordinating cognitive tasks.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Working memory deficits in children with reading difficulties: memory span and dual task coordination. Wang, S., Gathercole, SE.[2013]

In a study of 97 kindergarteners, executive function (EF) was found to indirectly influence reading comprehension through its effect on word decoding, highlighting the importance of both skills in early literacy development.

The direct impact of EF on reading comprehension was not significant, suggesting that improving word decoding may be a more effective focus for reading instruction and intervention in young readers.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Direct and Indirect Contributions of Executive Function to Word Decoding and Reading Comprehension in Kindergarten. Haft, SL., Caballero, JN., Tanaka, H., et al.[2021]

A study of 23 students aged 6-16 with reading disabilities revealed that nearly all exhibited executive dysfunctions, which are linked to their ongoing reading challenges.

Incorporating assessments of executive functions into speech-language pathology evaluations can help identify underlying issues that contribute to persistent reading difficulties, suggesting a need for a more integrated approach in treatment.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Executive dysfunctions, reading disabilities and speech-language pathology evaluation. Hus, Y.[2016]

Executive function (EF) directly influences reading comprehension in beginning readers, as shown in a study involving 165 second and third graders.

EF also indirectly supports reading by enhancing syntactic awareness, which helps students understand grammatical structures in sentences, although it does not significantly impact inference-making abilities.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

The role of executive function in reading comprehension among beginning readers. Hung, CO.[2021]

References

1. England pubmed.ncbi.nlm.nih.gov

Enhancing reading skills through a video game mixing action mechanics and cognitive training. [2022]

2. United States pubmed.ncbi.nlm.nih.gov

Embedding Executive Function Training Into Early Literacy Instruction for Dual Language Learners: A Pilot Study. [2023]

3. United States pubmed.ncbi.nlm.nih.gov

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth. [2022]

4. United States pubmed.ncbi.nlm.nih.gov

Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities. [2023]

5. United States pubmed.ncbi.nlm.nih.gov

Progress in reading and spelling of dyslexic children is not affected by executive functioning. [2014]

6. United States pubmed.ncbi.nlm.nih.gov

Interventions for Executive Function in High-Risk Infants and Toddlers. [2023]

7. Switzerland pubmed.ncbi.nlm.nih.gov

Promoting EF With Preschool Interventions: Lessons Learned From 15 Years of Conducting Large-Scale Studies. [2021]

8. Norway pubmed.ncbi.nlm.nih.gov

Dialogic reading vs screen exposure intervention is related to increased cognitive control in preschool-age children. [2020]

9. United States pubmed.ncbi.nlm.nih.gov

Working memory deficits in children with reading difficulties: memory span and dual task coordination. [2013]

10. United States pubmed.ncbi.nlm.nih.gov

Direct and Indirect Contributions of Executive Function to Word Decoding and Reading Comprehension in Kindergarten. [2021]

11. Switzerland pubmed.ncbi.nlm.nih.gov

Executive dysfunctions, reading disabilities and speech-language pathology evaluation. [2016]

12. England pubmed.ncbi.nlm.nih.gov

The role of executive function in reading comprehension among beginning readers. [2021]