The major goal of Project I is to assess the genetic and environmental etiologies of reading deficits (including word recognition skills, reading fluency, and reading comprehension), ADHD, and their comorbidity, as well as their covariation with measures of different language skills, mathematics, processing speed, and executive functions. To accomplish these objectives, an extensive psychometric test battery will be administered to a sample of 50 pairs of identical twins and 50 pairs of fraternal twins in which at least one member of each pair has significant reading or writing difficulty (WD), to an independent sample of 50 pairs of identical twins and 50 pairs of fraternal twins in which at least one member of each pair meets symptom criteria for ADHD, to a comparison sample of 50 pairs of identical twins and 50 pairs of fraternal twins with no school history of reading or writing deficits or ADHD, and to the siblings of all twin pairs with a history of RD, WD, or ADHD. In collaboration with investigators from Research Projects ll-IV, resulting data will be used to assess the genetic and environmental etiologies of reading deficits, ADHD, and their comorbidity, as well as their covariation with measures of other psychopathology, reading, language and perceptual processes, and executive functions.
Reading disorder and ADHD are common disorders that lead to significant impairment forthe individual and public health costs for the larger society. By identifying specific risk and protective factors, etiologically- informative studies may eventually lead to the development of effective methods of prevention or eariy intervention.
|Frijters, Jan C; Tsujimoto, Kimberley C; Boada, Richard et al. (2018) Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill. Read Res Q 53:127-148|
|Peterson, Robin L; Arnett, Anne B; Pennington, Bruce F et al. (2018) Literacy acquisition influences children's rapid automatized naming. Dev Sci 21:e12589|
|Becker, Stephen P; Willcutt, Erik G (2018) Advancing the study of sluggish cognitive tempo via DSM, RDoC, and hierarchical models of psychopathology. Eur Child Adolesc Psychiatry :|
|Becker, Stephen P; Burns, G Leonard; Leopold, Daniel R et al. (2018) Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning. J Child Psychol Psychiatry 59:1094-1104|
|McGrath, Lauren M (2018) Two GWASs Are Better Than One: Enhancing Genetic Discovery for Developmental Phenotypes. J Am Acad Child Adolesc Psychiatry 57:77-79|
|Leopold, Daniel R; Christopher, Micaela E; Olson, Richard K et al. (2018) Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence. J Abnorm Child Psychol :|
|Aboud, Katherine S; Barquero, Laura A; Cutting, Laurie E (2018) Prefrontal mediation of the reading network predicts intervention response in dyslexia. Cortex 101:96-106|
|Ricker, Ashley A; Corley, Robin; DeFries, John C et al. (2018) Examining the influence of perceived stress on developmental change in memory and perceptual speed for adopted and nonadopted individuals. Dev Psychol 54:138-150|
|DeMille, Mellissa M C; Tang, Kevin; Mehta, Chintan M et al. (2018) Worldwide distribution of the DCDC2 READ1 regulatory element and its relationship with phoneme variation across languages. Proc Natl Acad Sci U S A 115:4951-4956|
|Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R (2018) Neuroanatomical correlates of performance in a state-wide test of math achievement. Dev Sci 21:|
Showing the most recent 10 out of 201 publications