The overall theme ofthe CLDRC is the recognition that reading disability, reading comprehension deficits, and attention deficit hyperactivity disorder are complex conditions that result from deficits in multiple component abilities, some of which are independent and some which are shared. In the projects within the CLDRC, these components are characterized by their genetic and developmental characteristics and their interaction with environment. In Project IV, we will also characterize the genetic contributions to these abilifies at the molecular level. We hypothesize that the genes affecting reading, reading comprehension, and attention will be in similar developmental pathways, and that those pathways will help define the neurodevelopmental processes involved in these conditions. Further, we expect that there will be some distinct genetic influences on reading, reading comprehension, and attention, and that there will also be genes that have more universal effects. To identify the contributing genes, we will extend our current association analyses to design targeted DNA sequencing approaches to identify both common and rare variants in well-characterized candidate regions. We will then test whether these same genetic variants (putative mutations) influence reading, reading comprehension and attention in geographically and ethnically diverse populations. The molecular genetic results will tie together the detailed phenotypic studies of the other projects to define the neurodevelopmental etiologies of learning disabilities and then determine how they generalize across populations. This will provide an etiological framework to describe the genetic influences on learning disabilities, with potential therapeutic and diagnostic implications.
The Genomic Analyses project will combine molecular genetic studies with the detailed data on reading, reading comprehension, and ADHD that is being obtained from twins and their families by the other Projects in the Center. Comprehensive DNA sequencing will be used to discover mutations in genes and regulatory regions, with the overall goal of understanding the developmental processes that affect learning disorders.
|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