Reading and Language Processes

Olson, Richard K.

Abstract

The objectives of this research project are to assess component processes and knowledge in reading and related language skills, in twins and siblings selected for deficits in reading and/or ADHD, and in normal- range control twins. Our previous focus on word recognition, orthographic and phonological coding, and phonological awareness will be supplemented with new measures of reading comprehension and higher-level language skills. Behavior-genetic analyses and assessment of the twins' literacy environments will be used to evaluate the genetic and environmental etiology for deficits in different component reading and language skills. Bivariate DF analyses and confirmatory factor analyses of twin data will be used to assess the genetic and environmental co- variance and/or independence among the component processes and knowledge. Behavior-genetic analyses will be used to validate subtypes and/or dimensions of individual differences among reading disabled children by assessing their differential genetic and environmental etiology. In collaboration with research projects I and IV, QTL analyses will be used to assess genetic linkage for deficits in different leading and language skills. Ne measures included in project II will allow the first thorough analysis of genetic and environmental influences on component processes in reading and listening comprehension.

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 #: 2P50HD027802-11
• Application #: 6439483
• Project Start: 1990-09-30
• Project End: 2005-11-30
• Support Year: 11
• Fiscal Year: 2001
• Total Cost: $197,422

Institution

• Name: University of Colorado at Boulder
• City: Boulder
• State: CO
• Country: United States
• Zip Code: 80309

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 :