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.

Public Health Relevance

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.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Resource-Related Research Projects (R24)
Project #
5R24HD075460-04
Application #
8902236
Study Section
Special Emphasis Panel (ZHD1)
Program Officer
Mann Koepke, Kathy M
Project Start
2012-09-30
Project End
2017-07-31
Budget Start
2015-08-01
Budget End
2017-07-31
Support Year
4
Fiscal Year
2015
Total Cost
Indirect Cost
Name
Ohio State University
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
832127323
City
Columbus
State
OH
Country
United States
Zip Code
43210
Leopold, Daniel R; Christopher, Micaela E; Olson, Richard K et al. (2018) Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence. J Abnorm Child Psychol :
Becker, Stephen P; Willcutt, Erik G (2018) Advancing the study of sluggish cognitive tempo via DSM, RDoC, and hierarchical models of psychopathology. Eur Child Adolesc Psychiatry :
Becker, Stephen P; Burns, G Leonard; Leopold, Daniel R et al. (2018) Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning. J Child Psychol Psychiatry 59:1094-1104
Malanchini, Margherita; Wang, Zhe; Voronin, Ivan et al. (2017) Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time. Dev Psychol 53:698-712
Wang, Zhe; Soden, Brooke; Deater-Deckard, Kirby et al. (2017) Development in reading and math in children from different SES backgrounds: the moderating role of child temperament. Dev Sci 20:
Lukowski, Sarah L; Rosenberg-Lee, Miriam; Thompson, Lee A et al. (2017) Approximate Number Sense Shares Etiological Overlap with Mathematics and General Cognitive Ability. Intelligence 65:67-74
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
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
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

Showing the most recent 10 out of 21 publications