The Objectives of Core B are to (a) maintain and continue developing mechanisms for identifying, packaging, and disseminating research-based information concerning LD identification and intervention;and (b) facilitate training across the Texas Center for Learning Disabilities. For dissemination. Core B will add a focus on instructional practices that improve reading comprehension and self-regulated learning, specifically for students with significant reading difficulties, building on the dissemination work started as part of the Texas Center for Learning Disabilities (TCLD) over the past 5 years. For training. Core B will provide graduate students, post-doctoral fellows, and/or early-stage investigators with opportunities to participate in the Center's programs of research, initiate aligned programs of research, and disseminate their work. Dr. Greg Roberts will be the core director. He will coordinate with Dr. Jack Fletcher and Sharon Vaughn, PI and Co-PI of the TCLD, and Dr. Sarojani Mohammed (Associate Director for Core B). Core B will draw upon the dissemination resources available through the Meadows Center for Preventing Educational Risk and the Vaughn Gross Center for Reading and Language Arts at The University of Texas-Austin and the Texas Institute for measurement. Evaluation, and Statistics at The University of Houston, both of which have additional resources to support dissemination and training efforts. Support was provided for dissemination activities through a separate grant from the Texas Education Agency over the past 5 years. Training functions are coordinated by Dr. Fletcher with Dr. Roberts'assistance.

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 #
8383448
Study Section
Special Emphasis Panel (ZHD1-DSR-H)
Project Start
Project End
Budget Start
2012-12-01
Budget End
2013-11-30
Support Year
7
Fiscal Year
2013
Total Cost
$63,382
Indirect Cost
$3,298
Name
University of Houston
Department
Type
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