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  • 1
    Online Resource
    Online Resource
    Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences
    SAGE Publications ; 2017
    In:  Journal of Learning Disabilities Vol. 50, No. 4 ( 2017-07), p. 408-421
    Details
    In: Journal of Learning Disabilities, SAGE Publications, Vol. 50, No. 4 ( 2017-07), p. 408-421
    Abstract: The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.
    Type of Medium: Online Resource
    ISSN: 0022-2194 , 1538-4780
    URL: Article
    DOI: 10.1177/0022219415618500
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2017
    detail.hit.zdb_id: 2077783-8
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  • 2
    Online Resource
    Online Resource
    Comorbidity Between Reading Disability and Math Disability : Concurrent Psychopathology, Functional Impairment, and Neuropsychological Functioning
    SAGE Publications ; 2013
    In:  Journal of Learning Disabilities Vol. 46, No. 6 ( 2013-11), p. 500-516
    Details
    In: Journal of Learning Disabilities, SAGE Publications, Vol. 46, No. 6 ( 2013-11), p. 500-516
    Abstract: Reading disability (RD) and math disability (MD) frequently co-occur, but the etiology of this comorbidity is not well understood. Groups with RD only (N = 241), MD only (N = 183), and RD + MD (N = 188) and a control group with neither disorder (N = 411) completed a battery of measures of internalizing and externalizing psychopathology, social and academic functioning, and 10 neuropsychological processes. Groups with RD only, MD only, and RD + MD were significantly impaired versus the control group on nearly all measures, and the group with RD + MD was more impaired than the groups with MD and RD alone on measures of internalizing psychopathology, academic functioning, and 7 of 10 neuropsychological constructs. Multiple regression analyses of the neuropsychological measures indicated that deficits in reading and math were associated with shared weaknesses in working memory, processing speed, and verbal comprehension. In contrast, reading difficulties were uniquely associated with weaknesses in phoneme awareness and naming speed, and math deficits were uniquely associated with weaknesses in set shifting. These results support multiple-deficit neuropsychological models of RD and MD and suggest that RD and MD are distinct but related disorders that co-occur because of shared neuropsychological weaknesses in working memory, processing speed, and verbal comprehension.
    Type of Medium: Online Resource
    ISSN: 0022-2194 , 1538-4780
    URL: Article
    DOI: 10.1177/0022219413477476
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2013
    detail.hit.zdb_id: 2077783-8
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  • 3
    Online Resource
    Online Resource
    Parental Education Moderates Genetic Influences on Reading Disability
    SAGE Publications ; 2008
    In:  Psychological Science Vol. 19, No. 11 ( 2008-11), p. 1124-1130
    Details
    In: Psychological Science, SAGE Publications, Vol. 19, No. 11 ( 2008-11), p. 1124-1130
    Abstract: Environmental moderation of the level of genetic influence on children's reading disabilities was explored in a sample of 545 identical and fraternal twins (mean age = 11.5 years). Parents' number of years of education, which is correlated with a broad range of environmental factors related to reading development, was significantly related to the level of genetic influence on reading disability. Genetic influence was higher and environmental influence was lower among children whose parents had a high level of education, compared with children whose parents had a lower level of education. We discuss the implications of these results for behavior genetic and molecular genetic research, for the diagnosis and remediation of reading disabilities, and for policy in public education.
    Type of Medium: Online Resource
    ISSN: 0956-7976 , 1467-9280
    URL: Article
    DOI: 10.1111/j.1467-9280.2008.02213.x
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2008
    detail.hit.zdb_id: 2022256-7
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  • 4
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    Mathematics Difficulties and Psychopathology in School-Age Children
    SAGE Publications ; 2023
    In:  Journal of Learning Disabilities Vol. 56, No. 2 ( 2023-03), p. 116-131
    Details
    In: Journal of Learning Disabilities, SAGE Publications, Vol. 56, No. 2 ( 2023-03), p. 116-131
    Abstract: This study investigated the relationship between mathematics difficulties and psychopathology in a large community sample ( N = 881) of youth (8–18 years of age) in the United States. The primary aims of the study were to (a) test the associations between mathematics difficulties and specific components of internalizing, externalizing, attention, and social problems; (b) examine potential age and gender differences; and (c) investigate the longitudinal relationship between mathematics and psychopathology using 5-year follow-up data. Results indicated that individuals with mathematics difficulties exhibited elevations in most dimensions of psychopathology, including anxiety, depression, externalizing behaviors, attention problems, and social problems. Furthermore, mathematics impairment was associated with internalizing problems, rule-breaking behaviors, inattention, and social problems even after controlling for comorbid reading difficulties. Results suggested that the associations between mathematics and psychopathology are generally similar in males and females. Finally, preliminary longitudinal evidence suggested that initial mathematics difficulties predicted elevations of conduct disorder, rule-breaking behavior, inattention, hyperactivity, and social problems at follow-up, with several of these associations remaining significant even after controlling for initial reading. In contrast, there was no significant association between initial mathematics ability and internalizing symptoms at follow-up, demonstrating some amelioration of internalizing symptoms over time.
    Type of Medium: Online Resource
    ISSN: 0022-2194 , 1538-4780
    URL: Article
    DOI: 10.1177/00222194221084136
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2023
    detail.hit.zdb_id: 2077783-8
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  • 5
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    Online Resource
    The SWAN Captures Variance at the Negative and Positive Ends of the ADHD Symptom Dimension
    SAGE Publications ; 2013
    In:  Journal of Attention Disorders Vol. 17, No. 2 ( 2013-02), p. 152-162
    Details
    In: Journal of Attention Disorders, SAGE Publications, Vol. 17, No. 2 ( 2013-02), p. 152-162
    Abstract: Objective: The Strengths and Weaknesses of ADHD Symptoms and Normal Behavior (SWAN) Rating Scale differs from previous parent reports of ADHD in that it was designed to also measure variability at the positive end of the symptom spectrum. Method: The psychometric properties of the SWAN were tested and compared with an established measure of ADHD, the Disruptive Behavior Rating Scale (DBRS). Results: The SWAN demonstrates comparable validity, reliability, and heritability to the DBRS. Furthermore, plots of the SWAN and DBRS reveal heteroscedasticity, which supports the SWAN as a preferred measure of positive attention and impulse regulation behaviors. Conclusion: The ability of the SWAN to measure additional variance at the adaptive end of the ADHD symptom dimensions makes it a promising tool for behavioral genetic studies of ADHD.
    Type of Medium: Online Resource
    ISSN: 1087-0547 , 1557-1246
    URL: Article
    DOI: 10.1177/1087054711427399
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2013
    detail.hit.zdb_id: 2188086-4
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  • 6
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    Differential Genetic Etiology of Reading Disability as a Function of IQ
    SAGE Publications ; 2000
    In:  Journal of Learning Disabilities Vol. 33, No. 2 ( 2000-03), p. 192-199
    Details
    In: Journal of Learning Disabilities, SAGE Publications, Vol. 33, No. 2 ( 2000-03), p. 192-199
    Abstract: To test the hypothesis that the genetic etiology of reading disability differs as a function of IQ, composite reading performance data from 223 pairs of identical twins and 169 pairs of same-gender fraternal twins in which at least one member of each pair was classified with reading disability were subjected to multiple regression analysis (DeFries & Fulker, 1985, 1988). In the total sample, heritability of the group deficit in reading performance ( h 2 g ) was .58 (± .08). However, when the basic regression model was fitted separately to data from twin pairs with average Wechsler (1974, 1981) full scale IQ scores below 100 or 100 and above, resulting estimates of h 2 g were .43 and .72, respectively, a significant difference ( p ≤ .03, one-tailed). The results of fitting extended regression models to reading performance and continuous IQ data provide evidence that the genetic etiology of reading disability differs as a linear function of IQ ( p ≤ .007, one-tailed). These results suggest that IQ is relevant for the diagnosis of reading disability and that environmental influences may be more salient as a cause of reading difficulties in children with lower IQ scores.
    Type of Medium: Online Resource
    ISSN: 0022-2194 , 1538-4780
    URL: Article
    DOI: 10.1177/002221940003300207
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2000
    detail.hit.zdb_id: 2077783-8
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  • 7
    Online Resource
    Online Resource
    Computer Speech and the Remediation of Reading and Spelling Problems
    SAGE Publications ; 1994
    In:  Journal of Special Education Technology Vol. 12, No. 3 ( 1994-03), p. 207-220
    Details
    In: Journal of Special Education Technology, SAGE Publications, Vol. 12, No. 3 ( 1994-03), p. 207-220
    Abstract: A high-quality speech synthesizer (DECtalk, by Digital Equipment Corporation) is very intelligible to children with reading disabilities. Linking the DECtalk to a microcomputer yields a “talking computer” that provides a powerful tool for research and remediation of reading and spelling problems. Two clear and related findings about children with “specific reading disability” (dyslexia) have emerged from previous research: 1) deficits in word recognition primarily cause these children's problems in reading comprehension, and 2) inherited deficits in analytic language processes underlie their difficulties in word recognition. These two findings suggest that speech support for words in text could help these children. In several studies at the University of Colorado, children with reading problems have read stories and books on talking computers for about 30 minutes a day, usually for 3–4 days per week during most of a semester. The children's word recognition and phonological decoding have improved, compared to the skills of similar students who spent the time in regular classroom language arts instruction. The studies suggest that accurate word feedback supporting the reading of text helps these readers. One goal of the research has been to compare the benefits of presenting unknown words as wholes or in segments for different students. That goal has remained somewhat elusive, with interesting interactions that have been significant but not always stable. The paper also describes a different line of study using the DECtalk in a spelling program that allows children to explore English sound-spelling patterns as they compare pronunciations of their own spelling attempts and those of the test words. The paper concludes with descriptions of a current home-based reading study and a future study exploring the benefits of computer-based phonemic awareness training prior to the reading instruction.
    Type of Medium: Online Resource
    ISSN: 0162-6434 , 2381-3121
    URL: Article
    DOI: 10.1177/016264349401200304
    Language: English
    Publisher: SAGE Publications
    Publication Date: 1994
    detail.hit.zdb_id: 2060175-X
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  • 8
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    Validity of large-scale reading tests: A phenotypic and behaviour–genetic analysis
    SAGE Publications ; 2015
    In:  Australian Journal of Education Vol. 59, No. 1 ( 2015-04), p. 5-21
    Details
    In: Australian Journal of Education, SAGE Publications, Vol. 59, No. 1 ( 2015-04), p. 5-21
    Abstract: Each year, all Australian students in grades 3, 5, 7 and 9 sit nationwide large-scale tests in literacy and numeracy which have their validity frequently questioned. We compared the performance of grade 3 twins on these large-scale reading tests with their performance on three individually administered literacy tests in comprehension, word reading and vocabulary within a genetically sensitive design. Comprehension, word reading and vocabulary accounted for a substantial amount of the variance in school reading tests. Performance on large-scale reading tests and individually administered tests was moderately to substantially heritable and the same genes contributed to performance in both types of test. These results confirm that large-scale school reading tests measure, at least in part, the literacy skills assessed by individual tests that are frequently considered to be the ‘gold-standard’ in testing. Also, as could be expected, the individually administered literacy tests were more closely related to performance on large-scale reading tests than to performance on large-scale school numeracy tests.
    Type of Medium: Online Resource
    ISSN: 0004-9441 , 2050-5884
    URL: Article
    DOI: 10.1177/0004944114563775
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2015
    detail.hit.zdb_id: 2420054-2
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  • 9
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    How Specific Are Learning Disabilities?
    SAGE Publications ; 2021
    In:  Journal of Learning Disabilities Vol. 54, No. 6 ( 2021-11), p. 466-483
    Details
    In: Journal of Learning Disabilities, SAGE Publications, Vol. 54, No. 6 ( 2021-11), p. 466-483
    Abstract: Despite historical emphasis on “specific” learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic g), as well as variance unique to reading, mathematics, and writing. Participants were 686 children ages 8 to 16. Although the sample was overselected for learning disabilities, we intentionally included children across the full range of individual differences in this study in response to growing recognition that a dimensional, quantitative view of SLD is more accurate than a categorical view. Confirmatory factor analysis identified five academic domains (basic reading, reading comprehension, basic math, math problem-solving, and written expression); spelling clustered with basic reading and not writing. In the bifactor model, all measures loaded significantly on academic g. Basic reading and mathematics maintained variance distinct from academic g, consistent with the notion of SLDs in these domains. Writing did not maintain specific variance apart from academic g, and evidence for reading comprehension-specific variance was mixed. Academic g was strongly correlated with cognitive g ( r = .72) but not identical to it. Implications for SLD diagnosis are discussed.
    Type of Medium: Online Resource
    ISSN: 0022-2194 , 1538-4780
    URL: Article
    DOI: 10.1177/0022219420982981
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2021
    detail.hit.zdb_id: 2077783-8
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  • 10
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    Reading Disability and Chromosome 6p21.3 : Evaluation of MOG as a Candidate Gene
    SAGE Publications ; 2001
    In:  Journal of Learning Disabilities Vol. 34, No. 6 ( 2001-11), p. 512-519
    Details
    In: Journal of Learning Disabilities, SAGE Publications, Vol. 34, No. 6 ( 2001-11), p. 512-519
    Abstract: Linkage analysis has localized a gene influencing specific reading disability (dyslexia) to 6p213. The myelin oligodendrocyte glycoprotein (MOG) gene, which maps to this region, was selected as a candidate. Myelin oligodendrocyte glycoprotein is a membrane protein, a member of the immunoglobin superfamily, that is found on the outermost lamellae of mature myelin. Although the exact function of this protein is unknown, its presence in the central nervous system and the hypothesized relationship between dyslexia and temporal processing rate as well as a suggested relationship with intelligence made this gene a candidate for dyslexia. Analysis of the coding exons and adjacent splice sites in a subset of 22 children with dyslexia from 10 sibships found a missense mutation in exon 4 in 2 of the sibships. This change from the published sequence also occurred in 86 of 96 random controls, making it considerably less frequent in this small sample of individuals with dyslexia. Subsequent typing of this single nucleotide polymorphism (SNP) in 74 nuclear families in which at least one child had reading disability showed no significant difference in frequency from the controls, however. Sib-pair linkage analysis with these families did not show significant linkage with the SNP nor with a separate polymorphic dinucleotide repeat marker in the MOG gene (MOG31/32), but association analysis identified two alleles of MOG31/32 that were associated with reading disability phenotypes with a low level of significance. Thus, although alleles in the MOG gene may be in linkage disequilibrium with a locus that contributes to reading disability, it is unlikely that the MOG gene itself is involved.
    Type of Medium: Online Resource
    ISSN: 0022-2194 , 1538-4780
    URL: Article
    DOI: 10.1177/002221940103400604
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2001
    detail.hit.zdb_id: 2077783-8
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