Predicting Late-Emerging Reading Disability study (LERD)
The Predicting Late-Emerging Reading Disability (LERD) study is a longitudinal cohort based at Vanderbilt University in the United States of America, that enrolled 119 children at baseline to investigate neurobiological and cognitive factors underlying late-emerging reading difficulties. All participants were recruited at age 7 in 2010 and were followed up annually for four years, with baseline assessment at recruitment and then at one-year intervals through to age 10 to 11 years.
Study design
Cohort
Number of participants at first data collection
119 (participants)
Age at first data collection
7 years (participants)
Participant year of birth
Varied (participants)
Participant sex
All
Representative sample at baseline?
No
Sample features
Country
Year of first data collection
2010
Primary Institutions
Vanderbilt University (VU)
Profile paper DOI
Funders
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
National Institutes of Health (NIH)
Ongoing?
No
Data types collected
- Computer, paper or task testing (e.g. cognitive testing, theory of mind doll task, attention computer tasks)
- Self-report questionnaire – paper or computer assisted
- None
- Diffusion Tensor Imaging (DTI)
- Functional magnetic resonance imaging (fMRI)
- Magnetic Resonance Imaging (MRI)
- None
Engagement
Keywords
