The overarching goal of this Research Center is to examine the reading disabilities (RDs) present in children grades 3-8, including classification, identification, treatment, prevalence, neurocognitive characteristics, as well as the influence of comorbidities (Attention Deficit Hyperactivity Disorder;ADHD) on reading. While much is known about early reading development and disorders, there has been much less examination of reading and RDs past the early elementary grades. Therefore, there is a critical gap in knowledge about what it takes for a reader to be able to effectively glean information - or learn - from text, even though this is arguably the most important skill needed to achieve academic success after the 3rd grade. Our Research Center seeks to fill this critical gap in knowledge by bringing together a diverse and talented set of researchers and institutions (Kennedy Krieger Institute, Haskins Laboratories, Educational Testing Services (ETS), and University of Maryland) to conduct inter-related projects, the findings from which will allow us to gain a deep understanding of the neurobiological and behavioral processes that influence reading achievement past the early elementary grades. Our overarching hypothesis is that RDs past the early elementary years are heterogeneous in nature, caused by both """"""""bottom up"""""""" and """"""""top down"""""""" processes. Within this context, we propose projects that I) examine the neurobiological and behavioral development of word level efficiency, the relationship between word-level and text-level fluency and comprehension, and the influence of different textual demands upon comprehension;II) examine the validity of RTI as a way of identifying children with RDs, and to determine if there are neurocognitive indicators that predict intervention responsiveness;III) determine how the cognitive aspects of ADHD (processing speed, working memory) influence reading comprehension;and IV) to determine the prevalence of different subtypes of RDs by building upon the knowledge gained from Projects I, II, and III, as well as analyses of extant datasets. Thus, within the framework of Project IV, the projects of the Research Center converge in an endeavor that will have significant public health value. Knowing the common subtypes of RDs at what age, as well as the influence of ADHD, will help reveal what the instructional emphasis (es) should be for the older children in our nation, including what risk factors teachers should be looking for.

National Institute of Health (NIH)
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Specialized Center (P50)
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Study Section
Special Emphasis Panel (ZHD1-DSR-H (27))
Program Officer
Miller, Brett
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Hugo W. Moser Research Institute Kennedy Krieger
United States
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Ryan, Matthew; Jacobson, Lisa A; Hague, Cole et al. (2017) Rapid automatized naming (RAN) in children with ADHD: An ex-Gaussian analysis. Child Neuropsychol 23:571-587
Bailey, Stephen; Hoeft, Fumiko; Aboud, Katherine et al. (2016) Anomalous gray matter patterns in specific reading comprehension deficit are independent of dyslexia. Ann Dyslexia 66:256-274
Ding, Zhaohua; Xu, Ran; Bailey, Stephen K et al. (2016) Visualizing functional pathways in the human brain using correlation tensors and magnetic resonance imaging. Magn Reson Imaging 34:8-17
Aboud, Katherine S; Bailey, Stephen K; Petrill, Stephen A et al. (2016) Comprehending text versus reading words in young readers with varying reading ability: distinct patterns of functional connectivity from common processing hubs. Dev Sci 19:632-56
Peterson, Daniel; Mahajan, Rajneesh; Crocetti, Deana et al. (2015) Left-hemispheric microstructural abnormalities in children with high-functioning autism spectrum disorder. Autism Res 8:61-72
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Fan, Qiuyun; Davis, Nicole; Anderson, Adam W et al. (2014) Thalamo-cortical connectivity: what can diffusion tractography tell us about reading difficulties in children? Brain Connect 4:428-39
Miller, Amanda C; Davis, Nicole; Gilbert, Jennifer K et al. (2014) Novel Approaches to Examine Passage, Student, and Question Effects on Reading Comprehension. Learn Disabil Res Pract 29:25-35

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