The overarching aim of the proposed work is to merge, in our investigation of the genetic bases of SRD, the two prevalent hypotheses used to study genetic foundations of complex common traits/disorders-the common disorder-common variant (CDCV) and the common disorder-rare variant (CDRV) hypotheses. To achieve this merge. Project VI is designed as a two-stage study. The first stage will focus on sequencing DNA from 60 study participants (30 SRD+ and 30 SRD-individuals of African descent). The overarching objective of this effort will be to identify group-specific patterns of variation in the genomic DNA sequence. This identificafion will be carried out by means of whole-genome paired-end sequencing, performed in a staggered fashion, so that informative analyses of multiple freezes are possible. The second stage will verify and clarify the results ofthe first stage. Specifically, the expected result ofthe first-stage analyses will be the identification of groups of candidate genes or candidate funcfional elements for SRD, which will be further investigated in subsequent analyses of large, independent samples of SRD probands and their families (total n~3,000). Through both stages of the investigation, we will attempt to correlate the """"""""genomotype"""""""" of SRD with the SRD diagnosis itself and its componential facets.

Public Health Relevance

This project is designed to contribute to the ongoing investigation of the genetic bases of SRD. It capitalizes on new theoretical and technological developments in the field of genetics and genomics and focuses on a subsample of individuals with SRD currently underrepresented in the field, that is, African-American probands with SRD and their families.

National Institute of Health (NIH)
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Specialized Center (P50)
Project #
Application #
Study Section
Special Emphasis Panel (ZHD1)
Project Start
Project End
Budget Start
Budget End
Support Year
Fiscal Year
Total Cost
Indirect Cost
Florida State University
United States
Zip Code
Patael, Smadar Z; Farris, Emily A; Black, Jessica M et al. (2018) Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. PLoS One 13:e0198791
Kim, Young-Suk Grace; Vorstius, Christian; Radach, Ralph (2018) Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from Eye Movements. Sci Stud Read 22:367-383
McLean, Leigh; Connor, Carol McDonald (2018) Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement. Sch Psychol Q 33:272-282
Kim, Young-Suk Grace; Gatlin, Brandy; Al Otaiba, Stephanie et al. (2018) Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct. J Learn Disabil 51:320-335
Kim, Young-Suk Grace; Petscher, Yaacov; Wanzek, Jeanne et al. (2018) Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6. Read Writ 31:1591-1618
Erbeli, Florina; Hart, Sara A; Wagner, Richard K et al. (2018) Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model. Sci Stud Read 22:167-180
Erbeli, Florina; Hart, Sara A; Taylor, Jeanette (2018) Longitudinal Associations Among Reading-Related Skills and Reading Comprehension: A Twin Study. Child Dev 89:e480-e493
Connor, Carol McDonald; Mazzocco, Michèle M M; Kurz, Terri et al. (2018) Using assessment to individualize early mathematics instruction. J Sch Psychol 66:97-113
Spencer, Mercedes; Wagner, Richard K (2018) The Comprehension Problems of Children with Poor Reading Comprehension despite Adequate Decoding: A Meta-Analysis. Rev Educ Res 88:366-400
Hoff, Erika; Quinn, Jamie M; Giguere, David (2018) What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development. Dev Sci 21:

Showing the most recent 10 out of 240 publications