Building on extensive past research by Project III on the comorbidity of reading disability (RD) and ADHD, the proposed research will extend those methods and concepts to understanding the comorbidities among less-studied complex LDs, and their comorbidifies with ADHD and with RD. Project III will use multiple methods of analysis to examine how component cognitive skills, including executive funcfions (EFs), contribute to these comorbidities. Previous research has demonstrated that ADHD is comorbid with each of these less-studied LDs, including poor reading comprehension, poor written language, and poor math problem solving ability, and considerable prior research indicates a role for EFs in these disorders. Proficiency in these academic skills requires not only mastery of prerequisite basic skills, but also higher level-thinking skills, such as oral language comprehension and EFs. Project III will explicitly test versions of this interactive model of these three complex LDs in collaboration with Projects II and V. So the goal of Project III is to gain a comprehensive understanding ofthe comorbidifies among these three complex LDs and their comorbidifies with both ADHD and RD. In collaboration with Project I, Project III will also confinue ongoing wori

Public Health Relevance

Project III will examine the comorbidity among complex LDs and their comorbidifies with RD and ADHD in the same sample. The resulting increased understanding of complex LDs will sharpen the focus of eariy idenfificafion and prevenfive intervention. Efiological or cognitive risk factors that are shared by multiple LDs and ADHD should provide a particularly important target for early intervention.

National Institute of Health (NIH)
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Specialized Center (P50)
Project #
Application #
Study Section
Special Emphasis Panel (ZHD1-DSR-H (53))
Project Start
Project End
Budget Start
Budget End
Support Year
Fiscal Year
Total Cost
Indirect Cost
University of Colorado at Boulder
United States
Zip Code
Eicher, John D; Gruen, Jeffrey R (2015) Language impairment and dyslexia genes influence language skills in children with autism spectrum disorders. Autism Res 8:229-34
Arnett, Anne B; Pennington, Bruce F; Willcutt, Erik G et al. (2015) Sex differences in ADHD symptom severity. J Child Psychol Psychiatry 56:632-9
Christopher, Micaela E; Hulslander, Jacqueline; Byrne, Brian et al. (2015) Genetic and environmental etiologies of the longitudinal relations between prereading skills and reading. Child Dev 86:342-61
Olson, Richard K; Keenan, Janice M; Byrne, Brian et al. (2014) Why do Children Differ in Their Development of Reading and Related Skills? Sci Stud Read 18:38-54
Greven, Corina U; Kovas, Yulia; Willcutt, Erik G et al. (2014) Evidence for shared genetic risk between ADHD symptoms and reduced mathematics ability: a twin study. J Child Psychol Psychiatry 55:39-48
Keenan, Janice M; Meenan, Chelsea E (2014) Test differences in diagnosing reading comprehension deficits. J Learn Disabil 47:125-35
Wu, Sarah S; Mittal, Vijay; Pennington, Bruce et al. (2014) Mathematics achievement scores and early psychosis in school-aged children. Schizophr Res 156:133-4
Hua, Anh N; Keenan, Janice M (2014) The Role of Text Memory in Inferencing and in Comprehension Deficits. Sci Stud Read 18:415-431
Willcutt, Erik G; Chhabildas, Nomita; Kinnear, Mikaela et al. (2014) The internal and external validity of sluggish cognitive tempo and its relation with DSM-IV ADHD. J Abnorm Child Psychol 42:21-35
Peterson, Robin L; Pennington, Bruce F; Olson, Richard K et al. (2014) Longitudinal Stability of Phonological and Surface Subtypes of Developmental Dyslexia. Sci Stud Read 18:347-362

Showing the most recent 10 out of 141 publications