The objectives of Core C are to (a) facilitate acquisition of data and project specific data for Projects 1-4, (b) develop tools and procedures for ensuring and monitoring the accuracy and confidentiality of all collected data, (c) develop tools and procedures to aid the Principal Investigator, the Executive Committee, and the Scientific Advisory Board in providing scientific oversight and administration of the Texas Center for Learning Disabilities, (d) facilitate communication and sharing of data among investigators through state of the art computer networking, (e) provide statistical analysis of Project 1-4 hypotheses, and (f) collaborate with investigators in the conceptualization of and to conduct cross-project, integrative analyses from the current projects, as well as those that might involve data from the current projects and data collected in the prior award. Dr. David Francis, an experienced methodologist, is the Core Director. He will supervise all activities of Core C, working closely with other experienced methodologists (Stuebing, Cirino, Roberts) to establish data bases, supervise quality control, and perform statistical analyses. The resources of the Texas Institute for Measurement, Evaluation, and Statistics (TIMES) are extensive and will be available to the Center. The Core has the capacity for sophisticated data management and complex statistical analysis, with an established track record in this area. All of the project publications reflect usage of Core C for data management and analysis over the past 5 years.

National Institute of Health (NIH)
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Specialized Center (P50)
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Special Emphasis Panel (ZHD1-DSR-H)
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University of Houston
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Roe, Mary Abbe; Martinez, Joel E; Mumford, Jeanette A et al. (2018) Control Engagement During Sentence and Inhibition fMRI Tasks in Children With Reading Difficulties. Cereb Cortex 28:3697-3710
Quinn, Jamie M (2018) Differential Identification of Females and Males with Reading Difficulties: A Meta-Analysis. Read Writ 31:1039-1061
Vaughn, Sharon; Roberts, Garrett J; Miciak, Jeremy et al. (2018) Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties. J Learn Disabil :22219418775113
Hernandez, Arturo E; Claussenius-Kalman, Hannah L; Ronderos, Juliana et al. (2018) Symbiosis, Parasitism and Bilingual Cognitive Control: A Neuroemergentist Perspective. Front Psychol 9:2171
Cirino, Paul T; Ahmed, Yusra; Miciak, Jeremy et al. (2018) A framework for executive function in the late elementary years. Neuropsychology 32:176-189
Williams, Victoria J; Juranek, Jenifer; Cirino, Paul et al. (2018) Cortical Thickness and Local Gyrification in Children with Developmental Dyslexia. Cereb Cortex 28:963-973
Cho, Eunsoo; Capin, Philip; Roberts, Greg et al. (2018) Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression. J Learn Disabil 51:565-577
Quinn, Jamie M; Wagner, Richard K (2018) Using Meta-analytic Structural Equation Modeling to Study Developmental Change in Relations Between Language and Literacy. Child Dev 89:1956-1969
Wanzek, Jeanne; Stevens, Elizabeth A; Williams, Kelly J et al. (2018) Current Evidence on the Effects of Intensive Early Reading Interventions. J Learn Disabil 51:612-624
Nikki Arrington, C; Kulesz, Paulina A; Juranek, Jenifer et al. (2017) White matter microstructure integrity in relation to reading proficiency?. Brain Lang 174:103-111

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