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 comorbidities with ADHD and with RD. Project III will use multiple methods of analysis to examine how component cognitive skills, including executive functions (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 comorbidities among these three complex LDs and their comorbidities with both ADHD and RD. In collaboration with Project I, Project III will also continue ongoing work on the comorbidity between dyslexia (RD) and ADHD. Project III will test these comorbidities at both the cognitive and etiological levels of analysis. It will also test whether GxE interactions are part ofthe etiology of these disorders and their comorbidities. Even though there is considerable evidence for shared cognitive and genetic risk factors across these disorders, their relations have not been previously examined in the same sample.

Public Health Relevance

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

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Specialized Center (P50)
Project #
5P50HD027802-23
Application #
8601932
Study Section
Special Emphasis Panel (ZHD1-DSR-H)
Project Start
Project End
Budget Start
2013-12-01
Budget End
2014-11-30
Support Year
23
Fiscal Year
2014
Total Cost
$192,091
Indirect Cost
Name
University of Colorado at Boulder
Department
Type
DUNS #
007431505
City
Boulder
State
CO
Country
United States
Zip Code
80309
Arnett, Anne B; Pennington, Bruce F; Peterson, Robin L et al. (2017) Explaining the sex difference in dyslexia. J Child Psychol Psychiatry 58:719-727
Mehta, Chintan M; Gruen, Jeffrey R; Zhang, Heping (2017) A method for integrating neuroimaging into genetic models of learning performance. Genet Epidemiol 41:4-17
Peterson, Robin L; Arnett, Anne B; Pennington, Bruce F et al. (2017) Literacy acquisition influences children's rapid automatized naming. Dev Sci :
Devanna, P; Chen, X S; Ho, J et al. (2017) Next-gen sequencing identifies non-coding variation disrupting miRNA-binding sites in neurological disorders. Mol Psychiatry :
Peterson, Robin L; Boada, Richard; McGrath, Lauren M et al. (2017) Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences. J Learn Disabil 50:408-421
Livingstone, Luisa T; Coventry, William L; Corley, Robin P et al. (2016) Does the Environment Have an Enduring Effect on ADHD? A Longitudinal Study of Monozygotic Twin Differences in Children. J Abnorm Child Psychol 44:1487-1501
Treiman, Rebecca; Kessler, Brett; Pollo, Tatiana Cury et al. (2016) Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance. Sci Stud Read 20:349-362
Ayorech, Ziada; Selzam, Saskia; Smith-Woolley, Emily et al. (2016) Publication Trends Over 55 Years of Behavioral Genetic Research. Behav Genet 46:603-607
Wadsworth, Sally J; DeFries, John C; Willcutt, Erik G et al. (2016) Genetic Etiologies of Comorbidity and Stability for Reading Difficulties and ADHD: A Replication Study. Twin Res Hum Genet 19:647-651
Leopold, Daniel R; Christopher, Micaela E; Burns, G Leonard et al. (2016) Attention-deficit/hyperactivity disorder and sluggish cognitive tempo throughout childhood: temporal invariance and stability from preschool through ninth grade. J Child Psychol Psychiatry 57:1066-74

Showing the most recent 10 out of 187 publications