Service Core B has five objectives, which can be met in a more cost effective manner if provided in one core to investigators throughout the center than if provided in each separate project: 1. provide data base management and data analyses to all projects and investigators in the center;2. support multidisciplinary collaboration by sharing data generated in the Projects and Core B to achieve specific scientific aims;3. share data with investigators at other institutions;4. provide outreach services to both researchers and the community;and 5. mentor the next generation of researchers. Investigators will have decision-making authority for the studies they conduct that generate data. Berninger (P.l. Center and Cores) will coordinate Administrative Core A working closely with Service Core B to provide interdisciplinary infra-structure for sharing cross-center data for specific scientific aims and evaluating whether services meet quality control standards and each objective is met. Co-P.l. Abbott and Co-lnvestigator Sanders provide cross-center assistance with data management and analyses. Co-Investigators Nolen (survey items on motivation for reading or writing collected by Project I) and Raskind (DNA gene locations) analyze their data for their specific research aims and cross-center, multi-disciplinary analyses of behavior and brain response to intervention (RTI) (Project I Specific Aim 4). Berniriger and Raskind coordinate collection of blood or saliva samples following Project I participation. All collaborating consultants and the subcontract for Key Investigators Drs. Nagy and Beers are in the Service Core B budget because collaborating consultants (Swanson, McNamara, Peveriy.Hayes, Alamargot, Fayol, Van Waes, Rijiaarsdam, Dunn) are likely to contribute both in Project I and across the Center. Through Service Core B, Nagy will help Project III design stimuli for fMRI written language tasks and help Projects I and II design assessment and instruction for language learning. Beers will collaborate with Projects I and lil on eye movement studies. Project I on the on-line writing studies by hand and keyboard and professional development, and Project II on instructional studies.
Each of 5 services is related to 1 of 5 Service Core B objectives: center services;data sharing within center; data sharing outside center;outreach services to researchers (via collaborating consultants and planned study with Dr. Swanson) and communities (via transportable instruction for Spanish-Speaking English Language Learners and Native Americans and professional development for teachers);and mentoring next generation of researchers.
|Nielsen, Kathleen; Andria-Habermann, Kathryn; Richards, Todd et al. (2018) Emotional and Behavioral Correlates of Persisting Specific Learning Disabilities in Written Language during Middle Childhood and Early Adolescence. J Psychoeduc Assess 36:651-669|
|Thompson, Robert; Tanimoto, Steve; Lyman, Ruby Dawn et al. (2018) Effective Instruction for Persisting Dyslexia in Upper Grades: Adding Hope Stories and Computer Coding to Explicit Literacy Instruction. Educ Inf Technol (Dordr) 23:1043-4068|
|Alston-Abel, Nicole Lynn; Berninger, Virginia (2018) Relationships between Home Literacy Practices and School Achievement: Implications for Consultation and Home-School Collaboration. J Educ Psychol Consult 28:164-189|
|Richards, Todd L; Berninger, Virginia W; Yagle, Kevin et al. (2018) Brain's functional network clustering coefficient changes in response to instruction (RTI) in students with and without reading disabilities: Multi-leveled reading brain's RTI. Cogent Psychol 5:|
|Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D (2018) Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9. J Learn Disabil 51:137-157|
|Nielsen, Kathleen; Henderson, Sheila; Barnett, Anna L et al. (2018) Movement Issues Identified in Movement ABC2 Checklist Parent Ratings for Students with Persisting Dysgraphia, Dyslexia, and OWL LD and Typical Literacy Learners. Learn Disabil (Pittsbg) 23:10-23|
|Yagle, Kevin; Richards, Todd; Askren, Katie et al. (2017) Relationships between Eye Movements during Sentence Reading Comprehension, Word Spelling and Reading, and DTI and fmri Connectivity In Students with and without Dysgraphia or Dyslexia. J Syst Integr Neurosci 3:|
|Richards, Todd; Pettet, Mark; Askren, Mary et al. (2017) ERPs While Judging Meaningfulness of Sentences With and Without Homonym or Morpheme Spelling Foils: Comparing 4th to 9th Graders With and Without Spelling Disabilities. Dev Neuropsychol 42:284-297|
|Richards, Todd L; Abbott, Robert D; Yagle, Kevin et al. (2017) Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning. J Syst Integr Neurosci 3:|
|Richards, Todd L; Berninger, Virginia W; Yagle, Kevin J et al. (2017) Changes in DTI Diffusivity and fMRI Connectivity Cluster Coefficients for Students with and without Specific Learning Disabilities In Written Language: Brain's Response to Writing Instruction. J Nat Sci 3:|
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