# Texas Center for Learning Disabilities

> **NIH NIH P50** · UNIVERSITY OF HOUSTON · 2021 · $1,715,723

## Abstract

The purpose of this proposal is to respond to RFA-HD-17-006 by continuing a multidisciplinary research center
on learning disabilities (LDs), the Texas Center for Learning Disabilities. Consistent with the goals of RFA, we
focus in Years 11-16 on persistent reading difficulties in a historically underserved group, English learners
(Els). We characterize the sample as a complex phenotype and evaluate variations in math and written
expression, as well as ADHD behavior and language proficiency. The proposed research uses multiple
methodologies from cognitive and educational science, neuroimaging, genetics, and contemporary
methodologies. The central theme is that instructional response operationalizes the historically prominent
component of the LD construct, “unexpected underachievement.” Instructional response must be evaluated in
children broadly representative of diverse backgrounds who are persistently impaired in academic skills and
respond inadequately to instruction. To establish a reliable and valid classification of LDs, and understand
cognitive, linguistic, neural, and genetic influences on LDs and instructional response, individual differences in
instructional response should be systematically studied from multidisciplinary perspectives. We propose 5
Projects and 4 Cores. Project 1 (Integration) continues the past 5 years of integrative research on
classification issues through evaluation of actual and simulated data, but in an El sample. It synthesizes
empirical literature and conducts cross-project analyses. Project 2 (Attention) evaluates behavioral and
cognitive attention and related skills over time in parallel with Projects 3, 4, and 5. It also introduces a
measurement study to define attention as a construct and conducts 3 design experiments on attention in LDs.
Project 3 (Intervention) builds on the previous 10 years of intervention research with a two-year double-cohort
randomized controlled trial addressing reading comprehension in 820 Grade 7 Els with persistent reading
difficulties. Project 4 (Neuroimaging) provides multimodal structural and functional neuroimaging studies of
children who respond adequately and inadequately to Project 3 interventions. Project 5 (Epigenetics) is the
high risk high reward study that evaluates epigenetic changes in DNA methylation in response to intervention
in 672 participants from Project 2 (Attention) and Project 3 (Intervention). Support comes from the
Administration Core (A), the Engagement Core (B), the Data Management & Statistics Core (C), and the
Assessment & Recruitment Core (D). Training and dissemination opportunities are embedded throughout the
Center, which has produced numerous trainees and 114 publications in the past 5 years. Synergy and
cohesiveness emerges from common studies of the same cohort of Els through Project 3 (Intervention), with
three shared assessments of a subset of these participants and typically developing comparison children in
Projects 2 (Attention), 4 (Neuroi...

## Key facts

- **NIH application ID:** 10104522
- **Project number:** 5P50HD052117-14
- **Recipient organization:** UNIVERSITY OF HOUSTON
- **Principal Investigator:** JACK M FLETCHER
- **Activity code:** P50 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2021
- **Award amount:** $1,715,723
- **Award type:** 5
- **Project period:** 2006-06-01 → 2022-12-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10104522

## Citation

> US National Institutes of Health, RePORTER application 10104522, Texas Center for Learning Disabilities (5P50HD052117-14). Retrieved via AI Analytics 2026-05-22 from https://api.ai-analytics.org/grant/nih/10104522. Licensed CC0.

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