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Research Partners

Landmark School enjoys a rich and dynamic relationship with many research institutions in and around the Boston area. Below are current and past projects that have been undertaken recently. 

Please direct inquiries about these or research proposals to Adam Hickey, Research Coordinator, Landmark School. 

Current Project

Boston Children’s Hospital/Harvard Medical School
Researcher: Nadine Gaab, PhD

Do you have someone in your family with reading difficulties? Is your child between 2 and 8 months of age? Seeking infants for research study

What is involved? We will assess your infant’s development using standard behavioral measures, and then we will measure your infant’s brain structure and development through measures of Magnetic Resonance Imaging (MRI). We will follow your infant’s daily routine and wait until he/she falls into a deep sleep to take pictures with the brain camera. MRI is a noninvasive and safe research method that has been a valuable and fun experience for participants and their families.

You will be asked to return to participate when your child is 14-20 months old, 4 years old, and then again at Kindergarten and 2nd grade. At these follow-up visits, your child will be asked to complete a set of standardized tests of cognitive and literacy development, and we will take more pictures with the brain camera.

Both parents will also be asked to participate in assessments and brain imaging at one time point during the study.

Where? Boston Children’s Hospital (Boston or Waltham location); Developmental Medicine Center

When? At your convenience, weekdays or weekends. During the day/night

How to participate? Contact the Gaab Lab at 857-218-4629 or email gaablab@childrens.harvard.edu

More Information: This investigation is conducted at Boston Children’s Hospital. Visit our website www.gaablab.com or www.babymri.org or contact the Gaab Lab at 857-218-4629.

 

Past Projects

Massachusetts General Hospital, Institute of Health ProfessionsMGH Institute of Health Professions

Effects of Digital Text Modification on Reading in Students with Language-Based Learning Disabilities

In this study, researchers evaluated the effects of digital text modification on readers with language-based learning disabilities. The goals were to investigate whether modifying text presentation could positively impact reading ability, to determine how visual-attention span was related to this relationship, and how students perceived the impact of each modification on their reading.

Lead Researchers – Joanna Christodoulou, EdD Megan Pattee MS

 

Massachusetts Institute of Technology and the Laboratory for Visual Learning/Harvard Graduate School of Education

E Readers Are More Effective Than Paper For Some With Dyslexia

Shorter Lines Facilitate Reading in Those Who Struggle

In this study researchers investigated the impact of text manipulation. Reading on paper was compared with reading on a small handheld e-reader device, formatted to display few words per line.

Lead Researcher – Matthew Schneps, PhD

 

Center for Applied Special Technology (CAST) – Universal Design for LearningCAST - UDL

“Stigmatization and Stereotype Threat Among Students With Language-Based Learning Disabilities”

The purpose of this empirical study was to: 1) develop and validate a measure of stigma consciousness for adolescents with learning disabilities, and 2) explore the prevalence and impact of stigmatization and stereotype threat on mathematics performance among high school students with learning disabilities.

Lead Researchers – Samantha Daley, EdD, Gabrielle Schlichtmann, EdD,