Abstract

Objectives Core B plays the role of a Data Coordinating Center in a multi-component research project. As such, Core B has been designed to provide support to Projects I-V in three broadly defined areas - Data Collection, Data Management, and Data Analysis. The specific objectives of Core B are to (a) facilitate data collection of project specific data for Projects I-V, (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 in providing scientific oversight and administration of the LD Center project, (d) facilitate communication and sharing of data among investigators through state of the art computer networking, and (e) provide statistical support and analyses to investigators in the evaluation of the Project hypotheses.

  Funding Agency

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Specialized Center (P50)
Project #
5P50HD052120-05
Application #
8208603
Study Section
Special Emphasis Panel (ZHD1)
Project Start
Project End
Budget Start
2011-01-01
Budget End
2011-12-31
Support Year
5
Fiscal Year
2011
Total Cost
$120,401
Indirect Cost

  Institution

Name
Florida State University
Department
Type
DUNS #
790877419
City
Tallahassee
State
FL
Country
United States
Zip Code
32306

  Publications

Patael, Smadar Z; Farris, Emily A; Black, Jessica M et al. (2018) Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. PLoS One 13:e0198791
Kim, Young-Suk Grace; Vorstius, Christian; Radach, Ralph (2018) Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from Eye Movements. Sci Stud Read 22:367-383
McLean, Leigh; Connor, Carol McDonald (2018) Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement. Sch Psychol Q 33:272-282
Kim, Young-Suk Grace; Gatlin, Brandy; Al Otaiba, Stephanie et al. (2018) Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct. J Learn Disabil 51:320-335
Kim, Young-Suk Grace; Petscher, Yaacov; Wanzek, Jeanne et al. (2018) Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6. Read Writ 31:1591-1618
Erbeli, Florina; Hart, Sara A; Wagner, Richard K et al. (2018) Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model. Sci Stud Read 22:167-180
Erbeli, Florina; Hart, Sara A; Taylor, Jeanette (2018) Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study. Child Dev 89:e480-e493
Connor, Carol McDonald; Mazzocco, Michèle M M; Kurz, Terri et al. (2018) Using assessment to individualize early mathematics instruction. J Sch Psychol 66:97-113
Spencer, Mercedes; Wagner, Richard K (2018) The Comprehension Problems of Children with Poor Reading Comprehension despite Adequate Decoding: A Meta-Analysis. Rev Educ Res 88:366-400
Hoff, Erika; Quinn, Jamie M; Giguere, David (2018) What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development. Dev Sci 21:

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