Reading problems have negative consequences such as school failure and are associated with behavior problems that can adversely impact children's health and wellbeing. In Project IV, we will use an ethnically/racially/economically diverse sample of 866 identical and 1,725 fraternal twin pairs in grades K-6 to accomplish three specific aims that will significantly advance our understanding of reading problem phenotypes, the environmental context in which genetic risk for reading problems may be expressed, and genetic and environmental factors underlying status and stability of comorbid reading and behavior problems.
For aim 1, reading measures from Florida's Progress Monitoring and Reporting Network (PMRN) will be used to create classifications of reading problems in order to identify those that have substantial genetic influence. Behavioral, cognitive, and school/home environment data collected in year 1 ofthe project on a subsample of 350 identical and 350 same-sex fraternal twins will be used to created composites of salient environmental factors (e.g., home literacy, school resource level, classroom effectiveness) and behavior problems related to executive cognitive dysfunction (e.g., attention, impulsivity, etc.).
For aim 2, gene-environment interplay processes underlying reading problems will be identified by testing for moderating effects of salient environmental factors on genetic and environmental variance associated with reading measures from the PMRN (e.g., word reading fluency, comprehension) using biometrical models.
For aim 3, the subsample of 700 twin pairs will be re-assessed on behavior and environment measures in years 3 and 5 ofthe project and those data will be combined with PMRN reading data on the twins to estimate genetic and environmental contributions to status and stability ofthe comorbidity between reading problems and behavior problems using bivariate biometrical models.

Public Health Relevance

Reading problems are associated with school failure and behavior problems that significantly impact children's health. The proposed project will significantly advance understanding of etiological factors involved in reading problems and associated behavior problems that will inform efforts at reducing these problems and improving children's health.

National Institute of Health (NIH)
Specialized Center (P50)
Project #
Application #
Study Section
Special Emphasis Panel (ZHD1)
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

Showing the most recent 10 out of 80 publications