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.
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.
|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:|
|Wood, Sarah G; Moxley, Jerad H; Tighe, Elizabeth L et al. (2018) Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis. J Learn Disabil 51:73-84|
|Malins, Jeffrey G; Pugh, Kenneth R; Buis, Bonnie et al. (2018) Individual Differences in Reading Skill Are Related to Trial-by-Trial Neural Activation Variability in the Reading Network. J Neurosci 38:2981-2989|
Showing the most recent 10 out of 240 publications