Professor Lisa Gabel, PhD, is conducting research to study problem solving strategies in young children. Using a simple computer program, we are able to identify problem solving skills employed by boys and girls at different reading levels. Problem solving strategies on this computerized maze program were shown to parallel strategies children use to learn complex tasks, such as reading. We would like to determine if elementary school children, kindergarten and second grade, employ similar problem-solving skills on this virtual maze task.

How the study works

Briefly, children will complete a few measures of reading ability followed by a computer-generated maze game.  In the game, your child to “walk” through a maze to find a red ball. Children will be presented with a series of fun mazes, each with the same goal.

Children participating will complete these tasks either in-person at school, or online by working with a researcher through Google Meet or Zoom. The entire study will take approximately 45 minutes. If you are interested, please follow links for the consent forms:  There are separate forms to participate in the maze task, reading and math measures, and a study looking at the link between a gene involved in reading and performance on the maze task.  Your child may still participate in the study even if you only wish to consent to the reading and math measures, and maze task.  Lastly, there is a brief survey which will provide us with some background information about your child, and a questionnaire about your reading experience.  If you child has previously participated in kindergarten, they may participate again as second graders.

After your child complete the maze task, reading and math measures, and you complete the short surveys, a $20 Amazon e-gift card will be sent to the email address provided in the completed form.

Participation

This study is experimental and there are no direct benefits to participants.  With your participation in this study, we can begin to understand the factors which underlie reading development.  Results from this study could aid in optimizing reading programs and potentially minimize struggles children may face early in development.