The termination of a pivotal five-year grant hindered a study that tracked 163 students from preschool to elementary school, aimed at understanding the interrelation between math and reading skills. Researchers were preparing to assess students' progress in their final year, making the timing of the funding cuts particularly detrimental. The study, which could have provided insights into typical and atypical skill development, will now lack crucial assessments of participants' brain development, despite receiving minimal bridge funding to continue some research activities.
"This was the most important year because we were going to see who of these kids developed typical reading and math skills versus atypical reading and math skills."
"It's like if you're trying to prevent heart disease, and you're examining a number of protective and risk factors for four years, and at the end, you want to see who developed heart disease and who didn't."
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