SPARK

A substantial proportion of students with reading difficulties (25–40%) experience elevated levels of inattention. Despite strong evidence linking attention difficulties with reading problems, attention has been largely overlooked as a target in reading interventions. In this NIH/NICHD-funded project (2024–2029), Integrating Reading and Behavioral Attention Practices to Maximize Learning for Students with Co-Occurring Difficulties, the BRIDGES Lab is collaborating with Dr. Garrett Roberts at the University of Denver and Drs. Sharon Vaughn and Greg Roberts at the University of Texas at Austin to evaluate the efficacy of an intervention called Supporting Attention and Reading for Kids (SPARK) among students in grades 2–4 with co-occurring reading and attention difficulties. SPARK is innovative in that it integrates evidence-based practices for both attention and reading within a single, unified program. This study uses a three-arm, large-scale randomized control trial with follow-up testing to evaluate the program’s efficacy and examine the longevity of its effects.