Reading in Preterm and Full-term Children: Neural Basis and Prediction
Completed
Conditions studied: Premature Birth, Basic Learning Problem in Reading, Child
In brief
The purpose of this study is to understand reading abilities of children born preterm: their cognitive profiles, the neural basis of good and poor reading abilities, and the behavioral and neural factors that predict persistent difficulties. The investigators hope to learn * what specific skills correlate reading skills * if preterm children have different cognitive profiles than full term children with respect to reading * if cognitive skills measured in kindergarten predict reading ability in the second grade * if parts of the brain are associated with reading skill * whether brain characteristics in kindergarten predict reading in second grade.
Key facts
- Study ID
- NCT01599546
- Run by
- Stanford University
- People needed
- 100
- Starts
- 2012-01-01
- Expected to finish
- 2017-06-30
- Last updated by the study team
- 2018-04-18
Who can join
Age: 5 and older, up to 7. Sex: any. Healthy volunteers: accepted.
You may qualify if…
- Pre-terms: PT children born <35 weeks gestation and weighing <2000 grams at birth.
- Full-term: FT participants will be healthy children born ≥ 36 weeks gestation and weighing ≥ 2750 grams, who are developing typically per pediatrician well-visit report and match the PT group on age, gender, and SES.
You may not qualify if…
- Congenital anomalies or recognizable malformation syndromes
- Mother's self-reported use of illicit drugs or alcohol during pregnancy;
- Birth weight <3rd %tile (small for gestational age, SGA) according to gestational age specific growth curves;
- Serious neurological problems including active seizure disorder (afebrile seizure within the last year) and/or anticonvulsant medication use, history of a central nervous system infections, or ventriculoperitoneal shunt for treatment for hydrocephalus
- IQ < 70 on the testing of this study because we would expect language delays in this group;
- Sensori-neural hearing loss, defined as 4-tone pure-tone average > 25 decibels as assessed at any time because hearing loss compromises language and reading development;
- Visual impairments that would interfere with the ability to read; (8) presence of any other health condition that might compromise academic functioning (FT only).
- Any child who has not been learning English either at home or at school for at least 2 years
Where it is running
- Stanford University — Stanford, California, United States
Full record on ClinicalTrials.gov
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