The objectives of Core A are to a) facilitate the conduct and productivity of the overall research center, and b) provide proper oversight of fiscal management and institutional communication to ensure timely responses to the needs of each investigator, project, and core. Dr. Jack Fletcher, University of Houston, is the core director and Principal Investigator of the Texas Center for Learning Disabilities (TCLD). The Co-PI of Core A and the TCLD is Dr, Sharon Vaughn, University of Texas-Austin. Dr. Fletcher and Vaughn are experienced investigators and administrators and have worked together for the past 14 years, including the last 5 years as PI and Co-PI of the TCLD. Decision-making and the overview of quality control occurs through monthly conference calls between the PI and members of the Executive Committee. There are meetings of the Houston and Austin groups every 6 months and monthly conference calls that are focused on Joint efforts at data collection, reviews of quality control efforts, and paper productivity. Core A works closely with Core B (Services) on dissemination and training and with Core C (Data) and Core D (assessment and Recruitment on cross-site quality control issues. There is a formal data sharing plan for each project, but we also allow other individuals outside the center to access data that does not conflict with efforts at accomplishing the primary aims of each project. Altogether, Core A has effectively managed the TCLD over the past 5 years, with a strong publication record, established mechanisms for training and dissemination, and other accomplishments.

National Institute of Health (NIH)
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Specialized Center (P50)
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Application #
Study Section
Special Emphasis Panel (ZHD1-DSR-H)
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University of Houston
United States
Zip Code
Roe, Mary Abbe; Martinez, Joel E; Mumford, Jeanette A et al. (2018) Control Engagement During Sentence and Inhibition fMRI Tasks in Children With Reading Difficulties. Cereb Cortex 28:3697-3710
Quinn, Jamie M (2018) Differential Identification of Females and Males with Reading Difficulties: A Meta-Analysis. Read Writ 31:1039-1061
Vaughn, Sharon; Roberts, Garrett J; Miciak, Jeremy et al. (2018) Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties. J Learn Disabil :22219418775113
Hernandez, Arturo E; Claussenius-Kalman, Hannah L; Ronderos, Juliana et al. (2018) Symbiosis, Parasitism and Bilingual Cognitive Control: A Neuroemergentist Perspective. Front Psychol 9:2171
Cirino, Paul T; Ahmed, Yusra; Miciak, Jeremy et al. (2018) A framework for executive function in the late elementary years. Neuropsychology 32:176-189
Williams, Victoria J; Juranek, Jenifer; Cirino, Paul et al. (2018) Cortical Thickness and Local Gyrification in Children with Developmental Dyslexia. Cereb Cortex 28:963-973
Cho, Eunsoo; Capin, Philip; Roberts, Greg et al. (2018) Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression. J Learn Disabil 51:565-577
Quinn, Jamie M; Wagner, Richard K (2018) Using Meta-analytic Structural Equation Modeling to Study Developmental Change in Relations Between Language and Literacy. Child Dev 89:1956-1969
Wanzek, Jeanne; Stevens, Elizabeth A; Williams, Kelly J et al. (2018) Current Evidence on the Effects of Intensive Early Reading Interventions. J Learn Disabil 51:612-624
Nikki Arrington, C; Kulesz, Paulina A; Juranek, Jenifer et al. (2017) White matter microstructure integrity in relation to reading proficiency?. Brain Lang 174:103-111

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