Growing evidence from multimodal brain imaging studies highlights the importance of a synergistic approach towards characterizing the neurobiological substrate of reading disability (RD). The overall goal of Project 4 (Neuroimaging) is to develop a comprehensive neurobiological model of text comprehension that will supplement the cognitive framewori The first aim i s to characterize features of brain organizafion supporting sentence comprehension, using a multiple task and multimodal imaging approach (MEG, quantitative structural MRI and DTI), to identify print- dependent and print-independent neural components of reading comprehension (RC)--the former associated with sentence reading and word recognition, and the latter associated with executive funcfions (EFs)--in non- impaired readers and in students experiencing text comprehension difficulties.
The second aim i s to examine the predictive value of pre-intervention multimodal imaging data for subsequent response to intervention.
This aim models individual response to educafional interventions (Project 3) as a function of aberrant features of the brain organizafion for comprehension in RD.
The third aim i s to investigate functional changes in brain organization following educafional interventions by focusing on adequate and inadequate responders in conjunction with project 1 (Classification). Addressing this aim entails evaluating altemative models of functional brain plasticity in association with successful response to intervention (i.e., """"""""normalization"""""""" vs. """"""""compensation""""""""). By successfully addressing these aims. Project 4 will promote novel direcfions in cognitive neuroscience research featuring combinations of several multimodal imaging methods, in order to identify features of brain organization that are crucial for typical development of reading comprehension skills and successful intervention outcomes.

Public Health Relevance

Although much attention has been devoted to neural processes underiying word reading, less is known about the neural correlates of reading comprehension, especially in relafion to instructional response and executive functions. Multimodal imaging promises a more comprehensive understanding of the brain mechanisms associated with adequate and inadequate instructional response and the neural correlates of reading comprehension in typically developing and struggling readers.

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 Houston
United States
Zip Code
Huang, Jin; Vaughn, Michael G; Kremer, Kristen P (2016) Breastfeeding and child development outcomes: an investigation of the nurturing hypothesis. Matern Child Nutr 12:757-67
Williams, Kelly J; Walker, Melodee A; Vaughn, Sharon et al. (2016) A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities. J Learn Disabil :
Cirino, Paul T; Miciak, Jeremy; Gerst, Elyssa et al. (2016) Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study. J Learn Disabil :
Hodge, David R; Salas-Wright, Christopher P; Vaughn, Michael G (2016) Behavioral Risk Profiles of Homeschooled Adolescents in the United States: A Nationally Representative Examination of Substance Use Related Outcomes. Subst Use Misuse :1-13
Dimitriadis, Stavros I; Laskaris, Nikolaos A; Simos, Panagiotis G et al. (2016) Greater Repertoire and Temporal Variability of Cross-Frequency Coupling (CFC) Modes in Resting-State Neuromagnetic Recordings among Children with Reading Difficulties. Front Hum Neurosci 10:163
Fletcher, Jack M; Miciak, Jeremy (2016) Comprehensive Cognitive Assessments are not Necessary for the Identification and Treatment of Learning Disabilities. Arch Clin Neuropsychol :
Huang, Jin; Vaughn, Michael G (2016) Household Food Insecurity and Children's Behaviour Problems: New Evidence from a Trajectories-Based Study. Br J Soc Work 46:993-1008
Taylor, W Pat; Miciak, Jeremy; Fletcher, Jack M et al. (2016) Cognitive Discrepancy Models for Specific Learning Disabilities Identification: Simulations of Psychometric Limitations. Psychol Assess :
Wanzek, Jeanne; Vaughn, Sharon; Scammacca, Nancy et al. (2016) Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3. Educ Psychol Rev 28:551-576
Barnes, Marcia A; Stuebing, Karla; Fletcher, Jack M et al. (2016) Cognitive Difficulties in Struggling Comprehenders and their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models. J Res Educ Eff 9:153-172

Showing the most recent 10 out of 106 publications