The objectives of Core A are to a) facilitate the conduct and productivity of the overall research center, and b) provide proper oversight of fiscal management and institutional communication to ensure timely responses to the needs of each investigator, project, and core. Dr. Jack Fletcher, University of Houston, is the core director and Principal Investigator of the Texas Center for Learning Disabilities (TCLD). The Co-PI of Core A and the TCLD is Dr, Sharon Vaughn, University of Texas-Austin. Dr. Fletcher and Vaughn are experienced investigators and administrators and have worked together for the past 14 years, including the last 5 years as PI and Co-PI of the TCLD. Decision-making and the overview of quality control occurs through monthly conference calls between the PI and members of the Executive Committee. There are meetings of the Houston and Austin groups every 6 months and monthly conference calls that are focused on Joint efforts at data collection, reviews of quality control efforts, and paper productivity. Core A works closely with Core B (Services) on dissemination and training and with Core C (Data) and Core D (assessment and Recruitment on cross-site quality control issues. There is a formal data sharing plan for each project, but we also allow other individuals outside the center to access data that does not conflict with efforts at accomplishing the primary aims of each project. Altogether, Core A has effectively managed the TCLD over the past 5 years, with a strong publication record, established mechanisms for training and dissemination, and other accomplishments.

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