Service Core B has five objectives, which can be met in a more cost effective manner if provided in one core to investigators throughout the center than if provided in each separate project: 1. provide data base management and data analyses to all projects and investigators in the center;2. support multidisciplinary collaboration by sharing data generated in the Projects and Core B to achieve specific scientific aims;3. share data with investigators at other institutions;4. provide outreach services to both researchers and the community;and 5. mentor the next generation of researchers. Investigators will have decision-making authority for the studies they conduct that generate data. Berninger (P.l. Center and Cores) will coordinate Administrative Core A working closely with Service Core B to provide interdisciplinary infra-structure for sharing cross-center data for specific scientific aims and evaluating whether services meet quality control standards and each objective is met. Co-P.l. Abbott and Co-lnvestigator Sanders provide cross-center assistance with data management and analyses. Co-Investigators Nolen (survey items on motivation for reading or writing collected by Project I) and Raskind (DNA gene locations) analyze their data for their specific research aims and cross-center, multi-disciplinary analyses of behavior and brain response to intervention (RTI) (Project I Specific Aim 4). Berniriger and Raskind coordinate collection of blood or saliva samples following Project I participation. All collaborating consultants and the subcontract for Key Investigators Drs. Nagy and Beers are in the Service Core B budget because collaborating consultants (Swanson, McNamara, Peveriy.Hayes, Alamargot, Fayol, Van Waes, Rijiaarsdam, Dunn) are likely to contribute both in Project I and across the Center. Through Service Core B, Nagy will help Project III design stimuli for fMRI written language tasks and help Projects I and II design assessment and instruction for language learning. Beers will collaborate with Projects I and lil on eye movement studies. Project I on the on-line writing studies by hand and keyboard and professional development, and Project II on instructional studies.

Public Health Relevance

Each of 5 services is related to 1 of 5 Service Core B objectives: center services;data sharing within center; data sharing outside center;outreach services to researchers (via collaborating consultants and planned study with Dr. Swanson) and communities (via transportable instruction for Spanish-Speaking English Language Learners and Native Americans and professional development for teachers);and mentoring next generation of researchers.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Specialized Center (P50)
Project #
5P50HD071764-03
Application #
8609056
Study Section
Special Emphasis Panel (ZHD1-DSR-H)
Project Start
2013-12-01
Project End
2016-11-30
Budget Start
2013-12-01
Budget End
2014-11-30
Support Year
3
Fiscal Year
2014
Total Cost
$365,476
Indirect Cost
$139,280
Name
University of Washington
Department
Type
DUNS #
605799469
City
Seattle
State
WA
Country
United States
Zip Code
98195
Nielsen, Kathleen; Andria-Habermann, Kathryn; Richards, Todd et al. (2018) Emotional and Behavioral Correlates of Persisting Specific Learning Disabilities in Written Language during Middle Childhood and Early Adolescence. J Psychoeduc Assess 36:651-669
Thompson, Robert; Tanimoto, Steve; Lyman, Ruby Dawn et al. (2018) Effective Instruction for Persisting Dyslexia in Upper Grades: Adding Hope Stories and Computer Coding to Explicit Literacy Instruction. Educ Inf Technol (Dordr) 23:1043-4068
Alston-Abel, Nicole Lynn; Berninger, Virginia (2018) Relationships between Home Literacy Practices and School Achievement: Implications for Consultation and Home-School Collaboration. J Educ Psychol Consult 28:164-189
Richards, Todd L; Berninger, Virginia W; Yagle, Kevin et al. (2018) Brain's functional network clustering coefficient changes in response to instruction (RTI) in students with and without reading disabilities: Multi-leveled reading brain's RTI. Cogent Psychol 5:
Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D (2018) Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9. J Learn Disabil 51:137-157
Nielsen, Kathleen; Henderson, Sheila; Barnett, Anna L et al. (2018) Movement Issues Identified in Movement ABC2 Checklist Parent Ratings for Students with Persisting Dysgraphia, Dyslexia, and OWL LD and Typical Literacy Learners. Learn Disabil (Pittsbg) 23:10-23
Richards, Todd L; Abbott, Robert D; Yagle, Kevin et al. (2017) Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning. J Syst Integr Neurosci 3:
Richards, Todd L; Berninger, Virginia W; Yagle, Kevin J et al. (2017) Changes in DTI Diffusivity and fMRI Connectivity Cluster Coefficients for Students with and without Specific Learning Disabilities In Written Language: Brain's Response to Writing Instruction. J Nat Sci 3:
Wallis, Peter; Richards, Todd; Boord, Peter et al. (2017) Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription Disabilities. Creat Educ 8:716-748
Abbott, Robert; Mickail, Terry; Richards, Todd et al. (2017) Understanding Interest and Self-Efficacy in the Reading and Writing of Students with Persisting Specific Learning Disabilities during Middle Childhood and Early Adolescence. Int J Educ Method 3:41-64

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