Individual Differences in Intervention Response: Socioeconomic Status and Reading Disability As Predictors

Boston, MA · May 2017

Poster Session · Clinical Science

Joanna Christodoulou
Massachusetts Institute of Technology
Joanna Christodoulou
MGH Institute
Rachel Romeo
Massachusetts Institute of Technology
Kelly Halverson
Massachusetts Institute of Technology
Abigail Cyr
Massachusetts Institute of Technology
Jack Murtagh
Massachusetts Institute of Technology
Patricia Chang
Massachusetts Institute of Technology
Allyson Mackey
Massachusetts Institute of Technology
Pamela Hook
MGH Institute
John Gabrieli
Massachusetts Institute of Technology

Abstract

We investigated neurocognitive correlates of intervention response in children with dyslexia across socioeconomic status backgrounds. Compared to a waiting-list control group, intervention participants showed a relative reading benefit, which was greatest for children from lower-SES backgrounds and lower performing readers. Structural neuroimaging and behavioral assessments differentiated intervention responders from nonresponders.

Cognitive Neuroscience

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Individual Differences in Intervention Response: Socioeconomic Status and Reading Disability As Predictors

Abstract

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