The University of Washington Learning Disabilities Center, which involves a major collaboration of a School of Medicine and a College of Education, will investigate both the biological and educational constraints operating in learning disabilities, with a focus on treatment and links between assessment and treatment. Research on the biological constraints will shed light on why some children have an inordinate struggle in learning to read and write despite adequate intelligence and instruction. Research on the educational constraints will shed light on specific instructional strategies that are helpful in teaching children with learning disabilities to read and write. Project 1 will conduct prevention, short-term, and long-term treatment studies on component reading disabilities, to supplement comparable studies on component writing disabilities at the University of Washington. Project II will provide and evaluate the effectiveness of teacher training for dealing with students with learning disabilities in regular and special education classrooms. Project III will investigate through pedigree and linkage studies the genetic contribution to subtypes of learning disabilities. The Administrative Core will provide organizational support for all the Projects. The Clinical Core will offer assessment and consultation services for all the Projects. The Statistical Core will collaborate with all Projects to ensure state-of-the-art data analyses and genetic modeling.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Specialized Center (P50)
Project #
5P50HD033812-02
Application #
2025780
Study Section
Special Emphasis Panel (SRC (LD))
Project Start
1996-03-01
Project End
2000-11-30
Budget Start
1996-12-01
Budget End
1997-11-30
Support Year
2
Fiscal Year
1997
Total Cost
Indirect Cost
Name
University of Washington
Department
Psychology
Type
Schools of Education
DUNS #
135646524
City
Seattle
State
WA
Country
United States
Zip Code
98195
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Abbott, Robert D; Fayol, Michel; Zorman, Michel et al. (2016) Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood. Can J Sch Psychol 31:305-321
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Berninger, Virginia W; Abbott, Robert D (2013) Differences between Children with Dyslexia Who Are and Are Not Gifted in Verbal Reasoning. Gift Child Q 57:
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Brkanac, Zoran; Chapman, Nicola H; Igo Jr, Robert P et al. (2008) Genome scan of a nonword repetition phenotype in families with dyslexia: evidence for multiple loci. Behav Genet 38:462-75
Richards, T; Stevenson, J; Crouch, J et al. (2008) Tract-based spatial statistics of diffusion tensor imaging in adults with dyslexia. AJNR Am J Neuroradiol 29:1134-9
Richards, Todd L; Berninger, Virginia W (2008) Abnormal fMRI Connectivity in Children with Dyslexia During a Phoneme Task: Before But Not After Treatment 1. J Neurolinguistics 21:294-304

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