Predicting and Preventing the Development of Learning D*

FCRR多学科学习障碍中心的长期目标是(1)比较 用于定义、分类和预防解码、阅读中的学习障碍的替代方法 理解、拼写和写作；(2)决定学习障碍的普遍程度 (3)确定学习障碍与学习能力之间的关系；(4) 确定一个领域的学习障碍与其他领域的学习障碍之间的关系；(5) 确定影响学习发生和表达的关键环境负债和资产 以及(6)确定关键的遗传负债和资产，以及遗传与环境的相互关系 影响学习障碍的发生和表现。这些目标将被大规模地追求， 发展的、多元的背景，区分和解决理论和实践问题，以及 明确解决严重程度问题。项目一涉及分类和分类的替代办法 预防，包括在大规模研究中对紧急识字和对指导的反应的新措施 1500名学龄前儿童。项目二涉及分类的替代办法，即 在预防或尽量减少学习障碍表现方面的有效指导，以及基本的 对1420名小学生进行的两项大规模研究中对教学模式反应的假设。 项目III在全州范围内对100,000多名样本进行了病因学、鉴定和分类 在阅读优先学校的儿童，以及在一项大规模的、基于双胞胎的定量基因研究中，他们对9000对 双胞胎。项目IV探讨了深度阅读的分子遗传学和行为学特征 一项对500名先证者的家庭研究中的损害。项目V涉及绩效的基本维度 词汇和流利性，并在四年的时间里测试阅读和写作发展的替代模式 300名一至四年级儿童的纵向研究。此应用程序与公众的相关性 健康是改善预防、及早识别和有效纠正学习的潜力 残疾人士。

The long-range objectives of the FCRR Multidisciplinary Learning Disabilities Center are to (1) compare alternative approaches for defining, classifying, and preventing learning disabilities in decoding, reading comprehension, spelling, and written compostion; (2) determine how prevalent learning disabilities are among struggling readers; (3) determine how learning disabilities are related to learning abilities; (4) determine how learning disabilities in one domain are related to learning disabilities in other domains; (5) identify key environmental liabilities and assets that affect the occurrence and expression of learning disabilities; and (6) identify key genetic liabilities and assets, and genetic-environmental correlations that affect the occurrence and expression of learning disabilities. These objectives will be pursued in large-scale, developmental, multivariate contexts that distinguish and address both theoretical and practical issues, and that explicitly address level of severity. Project I addresses alternative approaches to classification and prevention that include new measures of emergent literacy and response to instruction in a large-scale study of 1,500 preschool-age children. Project II addresses alternative approaches to classification, the role of effective instruction in preventing or minimizing the expression of learning disabilities, and a fundamental assumption of response to instruction models in two large-scale study of 1,420 elementary-school children. Project III addresses etiology, identification, and classification in a state-wide sample of over 100,000 children in Reading First schools, and in a large-scale, twin-based quantitative genetic study of 9,000 pairs of twins. Project IV addresses the molecular genetics and beharioral characteristics of profound reading impairment in a family study of 500 probands. Project V addresses underlying dimensions of performance in vocabulary and fluency, and tests alternative models of the development of reading and writing in a four-year longitudinal study of 300 children from first through fourth grade. The relevance of this application to public health is its potential for improving prevention, early identification, and effective remedation of learning disabilities.