The overall goal of the proposed research is to understand the comorbidity between speech sound disorder (SSD) and reading disability (RD). Accomplishing this goal will help us understand the relation between spoken and written language development. Despite their surface differences, it turns out that SSD and RD are co-familial, coheritable, and share a deficit in phonological development. But the comorbidity between SSD and RD is not complete because there are some children with SSD who do not develop RD and some children with RD who never had SSD. Hence, there must also be both etiological and cognitive risk factors that are specific to each disorder, which the proposed research also seeks to identify. We will continue to use molecular methods to specify which genetic risk factors are shared by SSD and RD and which are specific, and we will also examine the contribution of environmental risk and protective factors to these disorders. To increase the power of the molecular analyses, we are recruiting an additional 85 independent sib pairs for a total sample of 150 families and at least 180 sib pairs. To understand which cognitive risk factors are shared by SSD and RD and which are specific, we will complete an ongoing longitudinal study of 111 preschool probands with SSD, and 41 controls similar in age, gender, and SES, adding cross-sectional samples of RD children at both time points: age 5 (before the onset of literacy instruction) and age 8 (early in literacy development). Completing this longitudinal study will allow us to determine how many SSD probands develop RD and to test directly which cognitive deficits are shared by SSD and RD and which are specific at different points in early literacy development. ? ?
| Peterson, Robin L; Arnett, Anne B; Pennington, Bruce F et al. (2018) Literacy acquisition influences children's rapid automatized naming. Dev Sci 21:e12589 |
| Eicher, J D; Stein, C M; Deng, F et al. (2015) The DYX2 locus and neurochemical signaling genes contribute to speech sound disorder and related neurocognitive domains. Genes Brain Behav 14:377-85 |
| Treiman, Rebecca; Gordon, Jessica; Boada, Richard et al. (2014) Statistical Learning, Letter Reversals, and Reading. Sci Stud Read 18:383-394 |
| Peterson, Robin L; Pennington, Bruce F; Samuelsson, Stefan et al. (2013) Shared etiology of phonological memory and vocabulary deficits in school-age children. J Speech Lang Hear Res 56:1249-59 |
| O'Brien, Beth A; Van Orden, Guy; Pennington, Bruce F (2013) Do Dyslexics Misread a ROWS for a ROSE? Read Writ 26:381-402 |
| Rosenberg, Jenni; Pennington, Bruce F; Willcutt, Erik G et al. (2012) Gene by environment interactions influencing reading disability and the inattentive symptom dimension of attention deficit/hyperactivity disorder. J Child Psychol Psychiatry 53:243-51 |
| Johnson, Erin Phinney; Pennington, Bruce F; Lowenstein, Joanna H et al. (2011) Sensitivity to structure in the speech signal by children with speech sound disorder and reading disability. J Commun Disord 44:294-314 |
| Willcutt, Erik G; Pennington, Bruce F; Duncan, Laramie et al. (2010) Understanding the complex etiologies of developmental disorders: behavioral and molecular genetic approaches. J Dev Behav Pediatr 31:533-44 |
| Pennington, Bruce F (2009) How neuropsychology informs our understanding of developmental disorders. J Child Psychol Psychiatry 50:72-8 |
| Johnson, Erin Phinney; Pennington, Bruce F; Lee, Nancy Raitano et al. (2009) Directional effects between rapid auditory processing and phonological awareness in children. J Child Psychol Psychiatry 50:902-10 |
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