Abstract

The long-range objectives of Research Project 1 are the identification, characterization, and validation of etiologically distinct subtypes or dimensions of learning disabilities. To accomplish these objectives, an extensive psychometric test battery will be administered to a sample of 50 pairs of identical twins and 50 pairs of fraternal twins in which at least one member of each pair is reading disabled, to an independent sample of 50 pairs of identical twins and 50 pairs of fraternal twins in which at least one member of each pair has ADHD, and to a comparison sample of 50 pairs of identical twins and 50 pairs of fraternal twins with a school history of no significant reading deficits or behavioral problems. In collaboration with investigators from Research Projects 2-6, resulting data will be used to assess the genetic and environmental etiologies of reading deficits and ADHD, as well as their covariation with measures of reading, language and perceptual processes, mathematics performance, executive functions, and brain morphometry. Reading performance data will also be used to test hypotheses of differential etiology as a function of age, gender, and cognitive ability, and to test the hypothesis that the etiology of deviant scores differs from that of individual differences within the normal range.

  Funding Agency

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Specialized Center (P50)
Project #
5P50HD027802-08
Application #
6272175
Study Section
Project Start
1997-12-01
Project End
1998-11-30
Budget Start
1997-10-01
Budget End
1998-09-30
Support Year
8
Fiscal Year
1998
Total Cost
Indirect Cost

  Institution

Name
University of Colorado at Boulder
Department
Type
DUNS #
City
Boulder
State
CO
Country
United States
Zip Code
80309

  Publications

McGrath, Lauren M (2018) Two GWASs Are Better Than One: Enhancing Genetic Discovery for Developmental Phenotypes. J Am Acad Child Adolesc Psychiatry 57:77-79
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 :
Aboud, Katherine S; Barquero, Laura A; Cutting, Laurie E (2018) Prefrontal mediation of the reading network predicts intervention response in dyslexia. Cortex 101:96-106
Ricker, Ashley A; Corley, Robin; DeFries, John C et al. (2018) Examining the influence of perceived stress on developmental change in memory and perceptual speed for adopted and nonadopted individuals. Dev Psychol 54:138-150
DeMille, Mellissa M C; Tang, Kevin; Mehta, Chintan M et al. (2018) Worldwide distribution of the DCDC2 READ1 regulatory element and its relationship with phoneme variation across languages. Proc Natl Acad Sci U S A 115:4951-4956
Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R (2018) Neuroanatomical correlates of performance in a state-wide test of math achievement. Dev Sci 21:
Devanna, P; Chen, X S; Ho, J et al. (2018) Next-gen sequencing identifies non-coding variation disrupting miRNA-binding sites in neurological disorders. Mol Psychiatry 23:1375-1384
Frijters, Jan C; Tsujimoto, Kimberley C; Boada, Richard et al. (2018) Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill. Read Res Q 53:127-148
Peterson, Robin L; Arnett, Anne B; Pennington, Bruce F et al. (2018) Literacy acquisition influences children's rapid automatized naming. Dev Sci 21:e12589
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 :

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