The LDR-HUB application """"""""Neurobiological Underpinnings of Math and Reading Comorbidity: A Twin Study"""""""" proposes a framework to systematically integrate findings from the behavioral genetic, brain imaging, and reading/math disability literatures to examine some of the plausible mechanisms that affect variation and covariation in brain structure, brain function, math outcomes, and reading outcomes. The Research Project (Years 1 to 4) integrates structural and functional brain imaging within two ongoing longitudinal twin studies to address two Specifc Aims.
For Specific Aim 1, we will select N = 300 pairs of 14 - 16 year old MZ and same-sex DZ twins from the Western Reserve Reading and Math Project (WRRMP: Based at Ohio State Univ. and Case Western Reserve Univ./Cleveland Clinic Foundation).
For Specific Aim 2, we will select N = 100 pairs of 14 -16 year old same-sex DZ twins from the Colorado Learning Disabilities Research Center Twin Study (CLDRC: Based at the Univ. of Colorado), where one member of the CLDRC twin pair has been selected for Math Disability, Reading Disability, Math Disability + Reading Disability, or Neither Math nor Reading Disability. Across both aims, we will examine Domain-General and Domain-Specific relationships between brain structure, brain function, etiology, math outcomes, and reading outcomes with and without selection for disability. The Administrative Core (Years 1 to 4) will provide oversight of research activities, administer a mechanism for data sharing and dissemination, and supervise training and mentoring activities. The Developmental Core (Years 3 and 4) will solicit and administer seed grants extending the results of the Research Project, targeting both basic and applied research. In summary, the proposed work is a necessary starting point to address the larger questions of how math and reading disabilities develop and how they can be prevented and treated in light of substantial genetic, neurobiological, and environmental variation.
The proposed work fulfills components stipulated in RFA-HD-12-203 by collecting behavioral, functional and structural neuroimaging measures of cognitive processes in a genetically informative design to identify behavioral, biological, and environmental contributions to the overlap and independence of math and reading disabilities. This work also provides mechanisms for mentorship and additional research in these areas.
|Leopold, Daniel R; Christopher, Micaela E; Burns, G Leonard et al. (2016) Attention-deficit/hyperactivity disorder and sluggish cognitive tempo throughout childhood: temporal invariance and stability from preschool through ninth grade. J Child Psychol Psychiatry 57:1066-74|
|Aboud, Katherine S; Bailey, Stephen K; Petrill, Stephen A et al. (2016) Comprehending text versus reading words in young readers with varying reading ability: distinct patterns of functional connectivity from common processing hubs. Dev Sci 19:632-56|
|Hart, Sara A; Logan, Jessica A R; Thompson, Lee et al. (2016) A latent profile analysis of math achievement, numerosity, and math anxiety in twins. J Educ Psychol 108:181-193|
|Soden, Brooke; Christopher, Micaela E; Hulslander, Jacqueline et al. (2015) Longitudinal stability in reading comprehension is largely heritable from grades 1 to 6. PLoS One 10:e0113807|
|Smith, Jamie Mahurin; DeThorne, Laura; Petrill, Stephen (2015) From aardvark to ziggurat: A new tool for assessing children's use of rare vocabulary. Clin Linguist Phon 29:441-54|
|Wang, Zhe; Lukowski, Sarah L; Hart, Sara A et al. (2015) Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation. Psychol Sci 26:1863-76|
|Wang, Zhe; Soden, Brooke; Deater-Deckard, Kirby et al. (2015) Development in reading and math in children from different SES backgrounds: the moderating role of child temperament. Dev Sci :|
|Schenker, Victoria J; Petrill, Stephen A (2015) Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension. J Commun Disord 57:94-105|
|Kovas, Yulia; Garon-Carrier, Gabrielle; Boivin, Michel et al. (2015) Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries. Pers Individ Dif 80:51-63|
|Wang, Zhe; Hart, Sara Ann; Kovas, Yulia et al. (2014) Who is afraid of math? Two sources of genetic variance for mathematical anxiety. J Child Psychol Psychiatry 55:1056-64|
Showing the most recent 10 out of 16 publications