Our aim is to understand differences in how children respond to an intensive summer reading intervention.
The effects of reading difficulties can snowball as children transition from “learning to read” in early grades to “reading to learn” in later grades. More targeted and precise interventions, early in reading development, might help a broader set of struggling readers.
The SUMMIT study is aiming to understand differences in how 1st and 2nd graders respond to an intensive summer reading intervention, using cognitive, linguistic, and reading assessments. The study also looks at brain changes that may occur following the intervention, using non-invasive and child-friendly MEG and fMRI methods.
By combining a diverse set of methods, the researchers hope to answer why a significant portion of at-risk students don’t respond to effective reading instruction.
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