Reading and Language Processes

Olson, Richard K.

Abstract

The objectives of this research project are to assess component skills in reading and spelling, related language skills, and perceptual skills in twins selected for deficits or normal function in reading and/or ADHD. Behavior-genetic analyses will be used to assess the genetic and environmental etiology for deficits in different component reading, language, and perceptual skills. Bivariate DF analyses and confirmatory factor analyses of twin data will be used to assess the genetic and environmental covariance among the component skills. Behavior-genetic analyses will also be used to validate subtypes and/or dimensions of individual difference in reading disabled children by assessing their differential genetic and environmental etiology. Children in identified subtypes will be studied for subtype-by-treatment interactions in Research Project 5. In collaboration with research projects 1 and 4, QTL analyses will be used to assess differential genetic linkage for deficits in component reading, language, and perceptual skills. In collaboration with research project 6, the twins' patterns of brain morphology will be compared with their behavioral profiles on component reading, language, and perceptual skills.

Funding Agency

• Agency: National Institute of Health (NIH)
• Institute: Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
• Type: Specialized Center (P50)
• Project #: 2P50HD027802-06
• Application #: 5212743
• Support Year: 6
• Fiscal Year: 1996

Publications

McGrath, Lauren M (2018) Two GWASs Are Better Than One: Enhancing Genetic Discovery for Developmental Phenotypes. J Am Acad Child Adolesc Psychiatry 57:77-79

Leopold, Daniel R; Christopher, Micaela E; Olson, Richard K et al. (2018) Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence. J Abnorm Child Psychol :

Aboud, Katherine S; Barquero, Laura A; Cutting, Laurie E (2018) Prefrontal mediation of the reading network predicts intervention response in dyslexia. Cortex 101:96-106

Ricker, Ashley A; Corley, Robin; DeFries, John C et al. (2018) Examining the influence of perceived stress on developmental change in memory and perceptual speed for adopted and nonadopted individuals. Dev Psychol 54:138-150

DeMille, Mellissa M C; Tang, Kevin; Mehta, Chintan M et al. (2018) Worldwide distribution of the DCDC2 READ1 regulatory element and its relationship with phoneme variation across languages. Proc Natl Acad Sci U S A 115:4951-4956

Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R (2018) Neuroanatomical correlates of performance in a state-wide test of math achievement. Dev Sci 21:

Devanna, P; Chen, X S; Ho, J et al. (2018) Next-gen sequencing identifies non-coding variation disrupting miRNA-binding sites in neurological disorders. Mol Psychiatry 23:1375-1384

Frijters, Jan C; Tsujimoto, Kimberley C; Boada, Richard et al. (2018) Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill. Read Res Q 53:127-148

Peterson, Robin L; Arnett, Anne B; Pennington, Bruce F et al. (2018) Literacy acquisition influences children's rapid automatized naming. Dev Sci 21:e12589

Becker, Stephen P; Willcutt, Erik G (2018) Advancing the study of sluggish cognitive tempo via DSM, RDoC, and hierarchical models of psychopathology. Eur Child Adolesc Psychiatry :