This Core has 5 purposes. The 1st purpose is to provide the scientific and administrative support for this Hub?s Project to advance the scientific research base and resources in directions that push the next generation of LD science & scientists forward in innovative directions. The 2nd purpose is to implement the Hub?s program of career enhancement supports to produce a next generation of successful LD research scholars focused on important LD problems. The 3rd purpose is to synergistically develop a complementary set of questions on this Hub?s understudied, high-impact scientific topic (higher-order comorbidity on math problem solving & reading comprehension) to be embedded in the Hub?s Project and conducted by the Hub?s scholars. The 4th purpose is to synergistically develop imaging paradigms, complementary to the behavioral paradigms focused on higher- order comorbidity, to provide the Hub?s early career scholars a platform of familiarity/experience in cognitive neuroscience. The 5th purpose is to sustain a highly collaborative environment to ensure the Hub?s transdisciplinary group of investigators & scholars produce an important, mature set of findings on this Hub?s topic, resulting in a successful transition to an LDRC. This Core is organized in 2 arms. The Scientific & Administrative Arm provides 10 services with support to (a) ensure the Hub?s synergy via transdisciplinary collaboration, which includes a deliberate focus on issues pertaining to higher-order comorbid LDs and underrepresented groups; (b) mitigate the risk associated with the Hub?s novel scientific approach; (c) provide quality space, budget, & human resources; (d) ensure strong scientific progress & productivity; (e) manage within-Hub publication decisions; (f) facilitate data sharing within the Hub; (g) facilitate data sharing with external users; (h) communicate with the public on research findings & clinical products; (i) optimize the External Advisory Committee?s input; and (j) ensure the Core?s Scientific & Administrative Arm?s success via a benchmarking system. The Core?s Career Enhancement Arm provides 4 services with support to (a) develop & implement individualized career enhancement plans; (b) generate a complementary set of Project-embedded questions for scholars to address on comorbid LDs and underrepresented groups; (c) develop imaging paradigms for the study of higher-order comorbidity; (d) assist scholars with transitions to or external funding opportunities on LDs; and (e) mitigate risk associated with an ambitious career enhancement program by formatively assessing, via a benchmarking system, the success of the Core?s Career Enhancement Arm.

National Institute of Health (NIH)
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Exploratory Grants (P20)
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Special Emphasis Panel (ZHD1)
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Vanderbilt University Medical Center
United States
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Malone, Amelia S; Loehr, Abbey M; Fuchs, Lynn S (2017) The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding. Learn Individ Differ 58:90-96
Rhodes, Katherine T; Branum-Martin, Lee; Washington, Julie A et al. (2017) Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity. J Educ Psychol 109:956-976
Krowka, Sarah K; Fuchs, Lynn S (2017) Cognitive Profiles Associated With Responsiveness to Fraction Intervention. Learn Disabil Res Pract 32:216-230
Malone, Amelia S; Fuchs, Lynn S (2017) Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students. J Learn Disabil 50:337-352
Gilbert, Jennifer K; Fuchs, Lynn S (2017) Bivariate Developmental Relations between Calculations and Word Problems: A Latent Change Approach. Contemp Educ Psychol 51:83-98
Schumacher, Robin F; Malone, Amelia S (2017) Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status. Elem Sch J 118:105-127
Powell, Sarah R; Cirino, Paul T; Malone, Amelia S (2017) Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention. Except Child 83:359-377
Wang, Amber Y; Fuchs, Lynn S; Fuchs, Douglas (2016) Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information. Learn Individ Differ 52:79-87
Fuchs, Lynn S; Geary, David C; Fuchs, Douglas et al. (2016) Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different? Child Dev 87:558-67
Namkung, Jessica M; Fuchs, Lynn S (2016) Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students. J Educ Psychol 108:214-228

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