READING, WRITING AND LANGUAGE PROCESSES

研究项目II的中心假设是：1)阅读和写作是复杂的技能，依赖于 关于具有共享和独立的遗传和环境的多个组成部分过程 残疾儿童的病因，以及2)病因的共同变异模式将提供独特的 洞察这些技能背后的认知结构以及学习障碍的本质。 项目二将评估双胞胎的阅读、写作和相关语言技能的组成部分过程。 被选为阅读障碍和/或ADHD的兄弟姐妹，以及正常范围的对照双胞胎。宽广的时代 样本的范围使我们能够评估技能和表达能力的发展差异 2-12年级的残疾学生。我们对单词识别、正字法编码、 语音解码，语音意识将继续支持更强大和 这些技能的信息性行为和分子遗传学分析，但我们的主要重点将是 这些技能与阅读流利性、阅读和听力理解、写作和更高水平的关系 语言技能。将使用单变量多元回归(DF)分析来评估遗传和 每项技能缺陷的环境原因。双变量DF分析和验证性因素分析 孪生数据将被用来评估不同技能之间的遗传和环境协方差。 行为-遗传分析也将用于验证个体差异的亚型和/或维度 通过评估不同的遗传和环境对阅读和写作障碍儿童的影响 病因学。与研究项目I、III和IV合作，将使用QTL分析来评估遗传 不同阅读、写作和语言技能缺陷的联系和联系。与 研究项目III，我们将探索这些缺陷与不同症状和认知的关系 ADHD的组成部分。在项目V的协作下，我们将探讨密集的计算机辅助 对二至四年级双胞胎家庭进行干预，以弥补这些技能的缺陷。 项目II中包括的新的和最近引入的措施将使第一次彻底分析基因 环境对阅读流利性、阅读理解、听力的成分加工的影响 理解力和写作能力。

The central hypotheses of Research Project II are 1) that reading and writing are complex skills that depend on a number of component processes that have both shared and independent genetic and environmental etiologies in children with disabilities, and 2) that patterns of covariation in etiology will provide unique insights into the cognitive architecture underlying these skills and into the nature of learning disabilities. Project II will assess component processes in reading, writing, and related language skills in twins and siblings selected for deficits in reading and/or ADHD, and in normal-range control twins. The broad age range of the sample allows us to assess developmental differences in skills and in the expression of disabilities across grades 2-12. Our long-running assessment of word recognition, orthographic coding, phonological decoding, and phonological awareness will be continued to support more powerful and informative behavioral and molecular genetic analyses of these skills, but our main emphasis will be on the relations of these skills to reading fluency, reading and listening comprehension, writing, and higher-level language skills. Univariate multiple regression (DF) analyses will be used to evaluate the genetic and environmental etiologies for deficits in each skill. Bivariate DF analyses and confirmatory factor analyses of twin data will be used to assess the genetic and environmental covariance among the different skills. Behavior-genetic analyses will also be used to validate subtypes and/or dimensions of individual differences among children with reading and writing disabilities by assessing their differential genetic and environmental etiology. In collaboration with Research Projects I, III, and IV, QTL analyses will be used to assess genetic linkage and association for deficits in different reading, writing, and language skills. In collaboration with Research Project III, we will explore the relations of these deficits to different symptoms and cognitive components of ADHD. In collaboration with Project V, we will explore the effects of intense computerassisted intervention in 2nd to 4th grade twins' homes for the remediation of deficits in these skills. New and recently introduced measures included in Project II will allow the first thorough analysis of genetic and environmental influences on component processes in reading fluency, reading comprehension, listening comprehension, and writing.