The overall Program Project proposes to use a considerable number of advanced statistical techniques to address complex problems. Core C plays the role of providing data analysis assistance to the Projects in order to support their efforts to evaluate the project aims and hypotheses. The specific objectives of Core C are to provide data analytical support and analyses to investigators in the evaluation of the project hypotheses and to facilitate communication and sharing of data among investigators Investigators from all the projects will be able to access the services of the Core, which range from consultation on research design issues that may arise during the course ofthe projects, data analysis consultation to the actual statistical modeling of collected project data.

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)
Project Start
Project End
Budget Start
Budget End
Support Year
Fiscal Year
Total Cost
Indirect Cost
Florida State University
United States
Zip Code
Quinn, Jamie M; Wagner, Richard K (2015) Gender Differences in Reading Impairment and in the Identification of Impaired Readers: Results From a Large-Scale Study of At-Risk Readers. J Learn Disabil 48:433-45
Quinn, Jamie M; Wagner, Richard K; Petscher, Yaacov et al. (2015) Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study. Child Dev 86:159-75
Wagner, Richard K; Herrera, Sarah K; Spencer, Mercedes et al. (2015) Reconsidering the simple view of reading in an intriguing case of equivalent models: commentary on Tunmer and Chapman (2012). J Learn Disabil 48:115-9
Taylor, Jeanette; Hart, Sara A (2014) A Chaotic Home Environment Accounts for the Association between Respect for Rules Disposition and Reading Comprehension: A Twin Study. Learn Individ Differ 35:70-77
Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom et al. (2014) Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms. Read Writ 27:213-236
Kim, Young-Suk; Al Otaiba, Stephanie; Puranik, Cynthia et al. (2014) The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Read Writ 27:237-253
Spencer, Mercedes; Wagner, Richard K; Schatschneider, Christopher et al. (2014) Incorporating RTI in a Hybrid Model of Reading Disability. Learn Disabil Q 37:161-171
Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L et al. (2014) Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes. J Educ Psychol 106:762-778
Al Otaiba, Stephanie; Wagner, Richard K; Miller, Brett (2014) "Waiting to Fail" Redux: Understanding Inadequate Response to Intervention. Learn Disabil Q 37:129-133
Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie et al. (2014) The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties. Learn Disabil Q 37:148-160

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