The major objectives of the Center are to advance our understanding of learning disabilities through a multidisciplinary and integrative effort. The central theme of the research program is tackling complexities of learning disabilities in context. We do so by applying state-of-the-art methods that make realistic models of learning disabilities tractable. Our approach is multi-disciplinary, with representation from fields of molecular genetics, behavior genetics, teacher education, educational psychology, developmental psychology, cognitive psychology, and cognitive science. The Center comprises six projects and four cores. Project I, Definition, Classification, and Subtyping develops and tests a new multivariate model of learning disabilities. Project II, Learning Disabilities, Reading Comprehension, and the Classroom Environment, examines the learning context of students with reading disabilities. Project III, A Longitudinal and Experimental Investigation of Written Expression, examines the development of writing and disabilities in written expression in context. Project IV, the Florida Twin Project on Reading, Behavior, and Environment, analyzes the interplay of genes and environments in a large-scale twin study. Project V, Development of Executive Functioning, Attention, and Reading Skills/Disability In Young Children, examines the development of executive functioning from preschool on. Project VI, Genomic Sequence Pattern Analyses in African-American Families with Severe SRD, analyzes genomic bases of reading disability. The work of the Centers is supported by four cores: an Administrative Core, a Service Core, a Data Core, and a PMRN Core.

Public Health Relevance

Learning disabilities represent a high-incidence disability with profound consequences for both schooling and later job success. The proposed work has the potential to improve our understanding of learning disabilities and to improve diagnosis and treatment.

Agency
National Institute of Health (NIH)
Type
Specialized Center (P50)
Project #
5P50HD052120-08
Application #
8601718
Study Section
Special Emphasis Panel (ZHD1)
Program Officer
Miller, Brett
Project Start
Project End
Budget Start
Budget End
Support Year
8
Fiscal Year
2014
Total Cost
Indirect Cost
Name
Florida State University
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
City
Tallahassee
State
FL
Country
United States
Zip Code
32306
Connor, Carol McDonald (2016) A Lattice Model of the Development of Reading Comprehension. Child Dev Perspect 10:269-274
Little, Callie W; Hart, Sara A; Schatschneider, Christopher et al. (2016) Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study. J Learn Disabil 49:410-23
Spiegel, Jamie A; Lonigan, Christopher J; Phillips, Beth M (2016) Factor Structure and Utility of the Behavior Rating Inventory of Executive Function-Preschool Version. Psychol Assess :
Little, Callie W; Haughbrook, Rasheda; Hart, Sara A (2016) Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies. Behav Genet :
Little, Callie W; Hart, Sara A; Quinn, Jamie M et al. (2016) Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study. Child Dev :
Tighe, Elizabeth L; Schatschneider, Christopher (2016) A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students. J Learn Disabil 49:424-36
Jasińska, Kaja K; Molfese, Peter J; Kornilov, Sergey A et al. (2016) The BDNF Val66Met Polymorphism Influences Reading Ability and Patterns of Neural Activation in Children. PLoS One 11:e0157449
Ciullo, Stephen; Ortiz, Miriam B; Al Otaiba, Stephanie et al. (2016) Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders. J Disabil Policy Stud 27:54-64
Tighe, Elizabeth L; Schatschneider, Christopher (2016) Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis. J Learn Disabil 49:395-409
Wood, Carla; Appleget, Allyssa; Hart, Sara (2016) Core vocabulary in written personal narratives of school-age children. Augment Altern Commun 32:198-207

Showing the most recent 10 out of 187 publications