The purpose of this proposal is to respond to RFA-HD-12-202 by continuing a multi-disciplinary research center on learning disabilities (LD), the Texas Center for Learning Disabilities. Consistent with the goals of RFA, we focus on definition and measurement issues, executive functions, interventions addressing reading comprehension, and the neurobiological correlates of LD. The central theme is that assessments of instructional response operationalize the historically prominent component of the LD construct, """"""""unexpected underachievement,"""""""" which must be evaluated in children who respond inadequately to instruction, establish a reliable and valid classification of LD, inadequate responders should be systematically studied from instructional, neurobiological, and cognitive perspectives. To accomplish these goals, we propose to continue a multi-disciplinary center that includes four Projects and four Cores. Project 1 (Classification and Integration) continues to evaluate classification issues pertinent to LD through evaluation of actual data and simulated data, including the reliability and validity of classifications based on RTI. Project 1 also continues empirical syntheses involving the correlates of intervention response (including executive functions) and intervention outcomes. Project 2 (Executive Functions) provides a measurement study designed to address differences in models of executive functions from frameworks in neuropsychology, cognitive neuroscience, and education. It also introduces three design experiments on the role of executive functions in reading comprehension intervention. Project 3 (Intervention) follows up the previous 5 years of intervention research with 2 two-year randomized controlled trials of studies of Grade 4 students with identified reading comprehension problems. In Study 1, comparisons are made of Language/Knowledge or Skills/Strategies vs. Business as Usual (BAU). Study 2 compares a hybrid intervention in which the Study 1 interventions are integrated with and without executive functioning elements based in part on the design experiments in Project 2. Project 4 (Neuroimaging) will provide structural and functional neuroimaging studies of children who respond adequately and inadequately to Project 3 interventions, imaging executive function, word level, and sentence comprehension tasks. The Cores include the Administrative Services Core (A), the Service Core (B), the Data Management and Statistics Core (C), and the Assessment and Recruitment Core (D).

Public Health Relevance

Learning Disabilities are major public health problems that affect educational, vocational, social outcomes in children and adults. The proposed multidisciplinary Learning Disabilities Research Center provides studies of instructional outcomes for children with reading comprehension difficulties and includes cognitive, measurement, and neuroimaging studies of common cohorts of children in a comprehensive research program.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Specialized Center (P50)
Project #
5P50HD052117-07
Application #
8383444
Study Section
Special Emphasis Panel (ZHD1-DSR-H (53))
Program Officer
Miller, Brett
Project Start
2006-02-01
Project End
2016-11-30
Budget Start
2012-12-01
Budget End
2013-11-30
Support Year
7
Fiscal Year
2013
Total Cost
$1,634,167
Indirect Cost
$395,816
Name
University of Houston
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
036837920
City
Houston
State
TX
Country
United States
Zip Code
77204
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