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A-123: Adolescent Reading Programs: Behavioral and Neural Effects
(Hollis Scarborough, PI)

Research Goals. The major aim of this research project is to examine the effects of three remedial instructional programs on the reading abilities, reading-related cognitive skills, and cortical activation patterns of struggling adolescent students, so as to determine which intervention approaches are most effective for learners with different starting profiles and backgrounds.  Over a 5-year period, approximately 180 adolescents are being extensively assessed before and after they receive a program of supplemental tutoring to strengthen the accuracy and fluency of their word recognition skills.  In addition to psychological and educational testing, functional magnetic resonance imaging is used to assess cortical functioning.  The work is being carried out in collaboration with the Kennedy-Krieger Institute (KKI) in Baltimore, whose schools for students with learning disabilities are the intervention sites, and the Educational Testing Service (ETS) in Princeton, where a parallel project on adult literacy interventions has been initiated.  This research with adolescents builds on and extends previous work by Haskins researchers and others on the processes of reading acquisition, on the nature of reading disabilities, and on the neural bases of reading in younger students and in skilled readers.

Current Status. For the fifth (and last) year of support (August 1, 2007-July 31, 2008), total costs are $840,609.

Job opportunities.

[This program is co-funded by the National Institute of Child Health and Human Development (NICHD) and by the Office of Adult and Vocational Education (OVAE) and the Office of Special Education and Rehabilitative Services (OSERS) of the U. S. Department of Education.]