description) The overall objective of this project is to investigate the adult consequences of childhood learning disability (LD), math disability (MD), and particularly reading disability (RD). Developmental course and consequences are examined from two complementary perspectives: 1) from an epidemiologic perspective, these investigators will determine the outcome of RD and MD; and 2) from a fine-grained, analytic perspective, they will investigate the neurobiologic and cognitive mechanisms serving reading in adults with a childhood history of RD. They propose to study a precious resource, the cohort of 445 children recruited initially in 1983 and prospectively followed from kindergarten. In one Project, this large and virtually intact sample (n=401) will be studied at adulthood (ages 23-29 years). The sample, the measures and the longitudinal framework allow them to address two central themes: 1. Nature and determinants of outcome at adulthood; 2. Neurolinguistic and neurobiologic mechanisms in adults with childhood histories of reading disability. In the first, the investigators inquire of a large sample of adults who have been prospectively assessed for RD and MD: What is the nature and determinants of outcome of childhood RD and MD at adulthood? In the second, the investigators address mechanisms in adults with childhood history of RD, asking the question: What are the underlying cognitive and neurobiologic factors contributing to the development of fluency and automaticity in skilled readers and the relative success or failure to develop these components of skilled reading in groups of disabled readers? Although initiated in 1983, this study incorporates many of the recommendations made in this RFA. The Connecticut Longitudinal Study is unique in its ability to address some of the most pressing questions in learning disability research and practice. Innovative in using cutting edge neuroscience together with a prospectively defined population of a range of readers, some with persistent, others with compensated reading problems, this study weds the power of an epidemiologic survey, longitudinal follow-up with the power of modern imaging technology to provide a new dimension to studies of skilled reading, specifically automaticity and fluency.
| Estrada, Eduardo; Ferrer, Emilio; Shaywitz, Bennett A et al. (2018) Identifying atypical change at the individual level from childhood to adolescence. Dev Psychol 54:2193-2206 |
| Lebel, Catherine; Shaywitz, Bennett; Holahan, John et al. (2013) Diffusion tensor imaging correlates of reading ability in dysfluent and non-impaired readers. Brain Lang 125:215-22 |
| Ferrer, Emilio; Shaywitz, Bennett A; Holahan, John M et al. (2010) Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia. Psychol Sci 21:93-101 |
| Shaywitz, Sally E; Shaywitz, Bennett A (2008) Paying attention to reading: the neurobiology of reading and dyslexia. Dev Psychopathol 20:1329-49 |
| Shaywitz, Sally E; Morris, Robin; Shaywitz, Bennett A (2008) The education of dyslexic children from childhood to young adulthood. Annu Rev Psychol 59:451-75 |
| Noble, Kimberly G; McCandliss, Bruce D; Farah, Martha J (2007) Socioeconomic gradients predict individual differences in neurocognitive abilities. Dev Sci 10:464-80 |
| Shaywitz, Sally E; Gruen, Jeffrey R; Shaywitz, Bennett A (2007) Management of dyslexia, its rationale, and underlying neurobiology. Pediatr Clin North Am 54:609-23, viii |
| Shaywitz, Bennett A; Skudlarski, Pawel; Holahan, John M et al. (2007) Age-related changes in reading systems of dyslexic children. Ann Neurol 61:363-70 |
| Burgio-Murphy, Andrea; Klorman, Rafael; Shaywitz, Sally E et al. (2007) Error-related event-related potentials in children with attention-deficit hyperactivity disorder, oppositional defiant disorder, reading disorder, and math disorder. Biol Psychol 75:75-86 |
| Noble, Kimberly G; Wolmetz, Michael E; Ochs, Lisa G et al. (2006) Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors. Dev Sci 9:642-54 |
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