We are currently in our second round of data collection for this longitudinal study of reading disability and ADHD using genetically informative data. We are funded by the National Institutes of Health, National Institute on Child Health and Human Development. Results obtained from longitudinal studies of learning disabilities and ADHD can provide information about patterns of stability and change, as well as about the direction and magnitude of relationships among conditions and later outcomes.

twinsThe purpose of this study is to build on current knowledge and provide new information about the causes of stability and change in reading disability and its dimensions/subtypes, as well as about stability of comorbidity and covariation of reading disability with other abilities and psychopathology.

In order to accomplish this goal, we are conducting this follow-up assessment of twins, both with and without reading difficulties, who have participated in the Colorado Learning Disabilities Research Center (CLDRC; DeFries, et al., 1997). Assessment includes tests of reading performance, reading comprehension, spelling, reading component processes, general and specific cognitive abilities, and psychopathology.