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)
Specialized Center (P50)
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Special Emphasis Panel (ZHD1)
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Florida State University
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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
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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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