College of Education/Human Dev
This study uses an existing dataset of children in kindergarten to identify typical and atypical reading development trajectories at each grade level, with an eye towards a combination of behavioral measures that can be used to identify risk of developmental dyslexia. In this context, the researchers will also explore the extent to which children identified post-hoc at risk of DD respond to a theory-based comprehension intervention. A sub-sample of these students (n = 10) will be invited to enroll in a new study that will use functional brain imaging to map and compare with precision interconnectivity patterns that may differ between those who received or did not receive the intervention and/or between those who responded positively or not as a result of the intervention. The findings of this study will provide initial evidence for the feasibility and promise of this approach.