The overarching aim of the proposed work is to merge, in our investigation of the genetic bases of SRD, the two prevalent hypotheses used to study genetic foundations of complex common traits/disorders-the common disorder-common variant (CDCV) and the common disorder-rare variant (CDRV) hypotheses. To achieve this merge. Project VI is designed as a two-stage study. The first stage will focus on sequencing DNA from 60 study participants (30 SRD+ and 30 SRD-individuals of African descent). The overarching objective of this effort will be to identify group-specific patterns of variation in the genomic DNA sequence. This identificafion will be carried out by means of whole-genome paired-end sequencing, performed in a staggered fashion, so that informative analyses of multiple freezes are possible. The second stage will verify and clarify the results ofthe first stage. Specifically, the expected result ofthe first-stage analyses will be the identification of groups of candidate genes or candidate funcfional elements for SRD, which will be further investigated in subsequent analyses of large, independent samples of SRD probands and their families (total n~3,000). Through both stages of the investigation, we will attempt to correlate the """"""""genomotype"""""""" of SRD with the SRD diagnosis itself and its componential facets.

Public Health Relevance

This project is designed to contribute to the ongoing investigation of the genetic bases of SRD. It capitalizes on new theoretical and technological developments in the field of genetics and genomics and focuses on a subsample of individuals with SRD currently underrepresented in the field, that is, African-American probands with SRD and their families.

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)
Project Start
Project End
Budget Start
Budget End
Support Year
Fiscal Year
Total Cost
Indirect Cost
Florida State University
United States
Zip Code
Erbeli, Florina; Hart, Sara A; Kim, Young-Suk Grace et al. (2017) The Effects of Genetic and Environmental Factors on Writing Development. Learn Individ Differ 59:11-21
Hoff, Erika; Quinn, Jamie M; Giguere, David (2017) What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development. Dev Sci :
Jasi?ska, Kaja K; Molfese, Peter J; Kornilov, Sergey A et al. (2017) The BDNF Val66Met polymorphism is associated with structural neuroanatomical differences in young children. Behav Brain Res 328:48-56
Kim, Grace Young-Suk; Schatschneider, Christopher; Wanzek, Jeanne et al. (2017) Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4. Read Writ 30:1287-1310
Kim, Young-Suk Grace; Gatlin, Brandy; Al Otaiba, Stephanie et al. (2017) Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct. J Learn Disabil :22219417712016
Dombek, Jennifer; Crowe, Elizabeth C; Spencer, Mercedes et al. (2017) Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI). J Educ Psychol 109:301-320
Little, Callie W; Haughbrook, Rasheda; Hart, Sara A (2017) Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies. Behav Genet 47:52-76
Milburn, Trelani F; Lonigan, Christopher J; Allan, Darcey M et al. (2017) Agreement Among Traditional and RTI-based Definitions of Reading-Related Learning Disability with Preschool Children. Learn Individ Differ 55:120-129
Erbeli, Florina; Hart, Sara A; Taylor, Jeanette (2017) Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study. Child Dev :
Spiegel, Jamie A; Lonigan, Christopher J; Phillips, Beth M (2017) Factor structure and utility of the Behavior Rating Inventory of Executive Function-Preschool Version. Psychol Assess 29:172-185

Showing the most recent 10 out of 222 publications