New publications are in the process of being added to the site. The list below covers center publications from 2000 - 2005.
2000
Alarcon, M., Knopik, V.S., & DeFries, J.C. (2000). Covariation of mathematics achievement and general cognitive ability in twins. Journal of School Psychology, 38, 63-77.
Alarcon M., Pennington, B.F., Filipek, P.A., & DeFries, J.C. (2000). Etiology of neuroanatomical correlates of reading disability.Developmental Neuropsychology, 17, 339-360.
Brower, A.M., Deffenbacher, K.E., Olson, R.K., DeFries, J.C., & Smith, S.D. (2000).Resolution of marker order and distance to refine linkage in specific reading disability (Abst.).American Journal of Human Genetics, 67, 322.
Byrne, B., Fielding-Barnsley, R, & Ashley, L. (2000). Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response. Journal of Educational Psychology, 92, 659-667.
Davis, C.J., Knopik, V.S., Wadsworth, S.J., & DeFries, J.C. (2000). Self-reported reading problems in parents of twins with reading difficulties.Twin Research, 3, 88-91.
Davis,C.J., Knopik, V.S., Wadsworth, S.J., Olson, R.K., & DeFries, J.C. (2000).Differential genetic etiology of reading disability as a function of rapid automatized naming and phonological awareness (Abst.).Behavior Genetics,30,401-402.
Gayan, J., & Olson, R.K. (2000).Behavioral genetic analysis of individual differences in printed word recognition, phonological and orthographic coding, phoneme awareness, and IQ (Abst.).Behavioral Genetics, 29, 356.
Kaplan, D.E., Won, T.W., Ahn, J., Pauls, D., Olson, R., DeFries, J., Wood, F., Page, G., Smith, S.D., Gruen, J.R. (2000).Linkage disequilibrium studies of reading disability on 6p22 (Abst.).American Journal of Human Genetics, 67, 46.
Lefly, D.L., & Pennington, B.F. (2000). Reliability and validity of the Adult Reading History Questionnaire. Journal of Learning Disabilities, 33, 286-296.
Oliver, A., Johnson, M.H., Karmiloff-Smith, A., & Pennington, B. (2000).Deviations in the emergence of representations: A neuroconstructivist framework for analysing developmental disorders.Developmental Science, 3, 1-40.
Pennington, B.J., Filipek, P.A., Lefly, D.L., Chhabildas, N., Kennedy, D.N., Simon, J.H., Filley, C.M., Galaburda, A., & DeFries, J.C. (2000). A twin MRI study of size variations in human brain. Journal of Cognitive Neuroscience, 12, 223-232.
Smith, S.D., Pennington, B.F., Willcutt, E., Deffenbacher, K., Hoover, D., Smolen, A., Moyzis, R., Olson, R.K., DeFries, J.C. (2000).Linkage of an ADHD phenotype to 6p21.3 in a population with reading disability (Abst).American Journal of Human Genetics, 67, 350.
Wadsworth, S.J., Knopik, V.S., & DeFries, J.C. (2000). Reading disability in boys and girls: No evidence for differential genetic etiology. Reading and Writing: An Interdisciplinary Journal, 13, 133-145.
Wadsworth, S.J., Olson, R.K., Pennington, B.F., & DeFries, J.C. (2000). Differential genetic etiology of reading disability as a function of IQ. Journal of Learning Disabilities, 33, 192-199.
Willcutt, E.G. & Pennington, B.F., (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: Differences by gender and subtype. Journal of Learning Disabilities, 33, 179-191.
Willcutt, E.G. & Pennington, B.F., (2000). Psychiatric comorbidity in children and adolescents with reading disability. Journal of Child Psychology and Psychiatry, 41, 1039-1048.
Willcutt, E.G., Pennington, B.F., & DeFries, J.C. (2000). A twin study of the etiology of comorbidity between reading disability and attention-deficit/hyperactivity disorder. American Journal of Medical Genetics (Neuropsychiatric Genetics), 96, 293-301.
Willcutt, E.G., Pennington, B.F., & DeFries, J.C. (2000). Etiology of inattention and hyperactivity/impulsivity in a community sample of twins with learning difficulties.Journal of Abnormal Child Psychology, 28, 149-159.
Wise, B.W., Ring, J., & Olson, R.K.(2000).Individual differences in gains from computer-assisted remedial reading with more emphasis on phonological analysis or accurate reading in context.Journal of Experimental Child Psychology, 77, 197-235.
Chhabildas, N., Pennington, B.F., & Willcutt, E.G. (2001). A comparison of the neuropsychological profiles of the DSM-IV subtypes of ADHD.Journal of Abnormal Child Psychology, 29, 529-540.
Compton, D.L., Davis, C.J., DeFries, J.C., Gayán, J., & Olson, R.K. (2001). Genetic and environmental influences on reading and RAN: An overview of results from the Colorado Twin Study. In M. Wolf (Ed.), Conference proceedings of the Dyslexia Research Foundation Conference in Extraordinary Brain Series: Time, fluency, and developmental dyslexia (pp. 277-303). Baltimore, MD: York Press.
Compton, D.L., DeFries, J.C., & Olson, R.K. (2001). Are RAN and phonological awareness deficits additive in children with reading disabilities? Dyslexia, 7, 125-149.
Cross, R., Gayán, J., DeFries, J.C. & Olson, R.K. (2001). Differential genetic etiology of reading disability as a function of processing speed (Abst.). Behavior Genetics, 31, 450.
Davis, C.J., Gayán, J., Knopik, V.S., Smith, S.D., Cardon, L.R., Pennington, B.F., Olson, R.K., & DeFries, J.C. (2001a). Etiology of reading difficulties and rapid naming:The Colorado twin study of reading disability. Behavior Genetics, 31, 625-635.
Davis, C.J., Gayán, J., Knopik, V.S., Smith, S.D., Cardon, L.R., Pennington, B.F., Olson, R.K., & DeFries, J.C. (2001b). Reading difficulties and rapid naming: Bivariate twin and genetic linkage analyses (Abst.). Behavior Genetics, 31, 451.
Davis, C.J., Knopik, V.S., Olson, R.K., Wadsworth, S.J., & DeFries, J.C. (2001). Genetic and environmental influences on rapid naming and reading ability: A twin study. Annals of Dyslexia, 51, 231-247.
Gayán, J., & Olson, R.K. (2001). Genetic and environmental influences on orthographic and phonological skills in children with reading disabilities. Developmental Neuropsychology, 20 (2), 487-511.
Kaakinen, J., Hyona, J., & Keenan, J.M. (2001). Individual differences in perspective effects on text memory.Current Psychology Letters: Behavior, Brain, and Cognition, 5, 21-32.
Kaakinen, J., Hyona, J., & Keenan, J.M. (2001). The role of prior knowledge in processing perspective-relevant and perspective-irrelevant text information. Abstracts of the Psychonomic Society, 6, 60-61.
Keenan, J.M. (2001). Inferences. In N. Smelser & P. Baltes (Eds.), International Encyclopedia of the Social & Behavioral Sciences, 11, 7432 -7435. Amsterdam: Pergamon.
Lyon, G.R., Fletcher, J.M., Shaywitz, S.E., Shaywitz, B.A., Torgesen, J.K., Wood, F.B., Schulte, A., & Olson, R.K. (2001). Rethinking learning disabilities. In C.E. Finn, A.J. Rotherham, & C.R. Hokanson Jr. (Eds.), Rethinking special education for a new century (pp. 259-287). Progressive Policy Institute and the Thomas B. Fordham Foundation.
Olson, R.K., & Gayán, J. (2001). Brains, genes, and environment in reading development. In S. Newman & D. Dickinson (Eds.). Handbook of early literacy development (pp. 81-96). New York: Guilford Publications, Inc.
Pennington, B.F. (2001).Genetic methods.In C.A. Nelson, & M. Luciana (Eds.), The handbook ofdevelopmental cognitive neuorscience, (pp. 149-158).Cambridge, MA: MIT Press.
Pennington, B.F. (2001). Genetics of dyslexia. In N.J. Smelser & P.B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences: Vol. 6, (pp. 3924-3927). New York: Pergamon Press.
Pennington, B.F., Cardoso-Martins, C., Green, P.A., & Lefly, D.L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 14, 707-755.
Pennington, B.F., & Lefly, D.L. (2001).Early reading development in children at family risk for dyslexia.Child Development, 72, 816-833.
Polk, T., Reed, C.L ., Keenan, J.M., Hogarth, P., & Anderson, C.A. (2001). A dissociation between symbolic number knowledge and analogue magnitude information. Brain & Cognition, 47, 545-563.
Simon, J.A., Keenan, J.M., Pennington, B.F., Taylor, A.K., Hagerman, R.J. (2001).Discourse processing in women with Fragile X Syndrome: Evidence for a deficit establishing coherence.Cognitive Neuropsychology, 18, 1-18.
Smith, S.D., Kelley, P.M., Askew, J.W., Hoover, D.M., Deffenbacher, K.E., Gayán, J., Brower, A., & Olson, R.K. (2001). Reading disability and chromosome 6p21.3: Evaluation of MOG as a candidate gene. Journal of Learning Disabilities, 34, 512-519.
Van Orden, G.C., Pennington, B.F., & Stone, G.O. (2001). What do double dissociations prove? Modularity yields a degenerating research program.Cognitive Science, 25, 111-172.
Willcutt, E.G., Chhabildas, N., & Pennington, B.F. (2001). Validity of the DSM-IV subtypes of ADHD.The ADHD Report, 9, 2-5.
Willcutt, E.G., Pennington, B.F., Boada, R., Ogline, J.S., Tunick, R.A., Chhabildas, N.A., & Olson, R.K. (2001).A comparison of the cognitive deficits in reading disability and attention-deficit/hyperactivity disorder.Journal of Abnormal Psychology, 110, 157-172.
Wise, B. (2001) The indomitable dinosaur builder (and how she overcame her phonological deficit and learned to read instructions, and other things). Journal of Special Education, 35, 134-144.
Barkley, R.A., Cook, E.H., Diamond, A., Zametkin, A., Thapar, A., Teeter, A., Anastopoulos, A.D., Sadeh, A., Leventhal, B.L., Hoza, B., Corbett, B., Molina, B., Pennington, B., Paternite, C.E., Whalen, C., Carlson, C., Johnston, C., Gillberg, C., Hartung, C., Waschbusch, D.A., Connor, D.F., Anderson, D.L., Lynam, D.R., Mash, E.J., Taylor, E., Willcutt, E., Levy, F., Carlson, G., DuPaul, G.J., Koplewicz, H.S., Bird, H.R., Quay, H., Abikoff, H., Hodgens, J.B., McGough, J.J., Loney, J., Halperin, J., Piacentini, J., Werry, J.S., Bauermeister, J.J., Biederman, J., Sergeant, J., McBurnett, K., Winters, K.C., Murphy, K.R., Greenhill, L., Lewandowski, L., Hechtman, L., Pfiffner, L., Weyandt, L.L., Atkins, M., Prior, M., Stein, M.A., Rapport, M.D., Fischer, M., Fristad, M.A., Solanto-Gardner, M., Aman, M., Gordon, M., DeKlyen, M., Dulcan, M., Bukstein, O., Tolan, P.H., Firestone, P., Milich, R., McGee, R., Brown, R.T., Tannock, R., Schachar, R., Mannuzza, S., Loo, S.K., Eyberg, S., Houghton, S., Hinshaw, S.P., Shapiro, S., Faraone, S.V., Pliszka, S.R., Evans, S.W., Campbell, S., Sagvolden, T., Shelton, T.L., Brown, T.E., Joiner, T., Lock, T.M., Spencer, T., Pelham, W.E. (2002). International consensus statement on ADHD. Clinical Child and Family Psychology Review, 5, 89-111.
Boada, R. , Willcutt, E.G., Tunick, R.A., Chhabildas, N.A., Olson, R.K., DeFries, J.C., & Pennington, B.F. (2002). A twin study of the etiology of high reading ability. Reading and Writing: An Interdisciplinary Journal, 15, 683-707.
Byrne, B. (2002). The process of learning to read:A framework for integrating research and educational practice. British Journal of Educational Psychology Monograph Series II; Psychological Aspects of Education--Current Trends, Number 1, 29-43.
Byrne, B., Delaland, C., Fielding-Barnsley, R., Quain, P., Samuelsson, S., Hrien, T., Corley, R., DeFries, J.C., Wadsworth, S., Willcutt, E., & Olson, R.K. (2002). Longitudinal twin study of early reading development in three countries: Preliminary results. Annals of Dyslexia, 52, 49-73.
Compton, D.L., Olson, R.K., DeFries, J.C.,& Pennington, B.F. (2002). Comparing the relationships among two different versions of alphanumeric rapid automatized naming and word level reading skills. Scientific Studies of Reading, 6(4), 343-368.
Cross, R.J., Davis, C.J., Rhee, S. , Wadsworth, S.J., DeFries, J.C. & Olson, R.K. (2002). The effect of subtype classification methods on estimates of differential heritability (Abst). Behavior Genetics, 32, 462.
Davis, C.J., Fisher, S.E., Francks, C., MacPhie, I.L., Gayán, J., Smith, S.D., Cardon, L.R., Pennington, B.F., Olson, R.K., Monaco, A.P. & DeFries, J.C. (2002). Bivariate linkage analyses for reading difficulties and rapid naming (Abst.). Behavior Genetics, 32, 462.
Fisher, S.E., and DeFries, J.C. (2002). Developmental dyslexia: genetic dissection of a complex cognitive trait. Nature Reviews Neuroscience, 3, 767-780.
Fisher, S.E., Francks, C., Marlow, A.F., MacPhie, I.L., Newbury, D.F., Cardon, L.R., Ishikawa-Brush, Y., Richardson, A.J., Talcott, J.B., Gayán, J., Olson, R.K., Pennington, B.F., Smith, S.D., DeFries, J.C., Stein, J.F., & Monaco, A.P. (2002). Independent genome-wide scans identify a chromosome 18 quantitative-trait locus influencing dyslexia. Nature Genetics, 30, 86-91.
Fisher, S.E., Francks, C., Marlow, A.F., MacPhie, I.L., Newbury, D.F., Cardon, L.R., Ishikawa-Brush, Y., Richardson, A.J., Talcott, J.B., Gayán, J., Olson, R.K., Pennington, B.F., Smith, S.D., DeFries, J.C., Stein, J.F., & Monaco, A.P. (2002). Quantitative trait analysis of the entire genome in large samples of dyslexia sib-pairs from the UK and US (Abst). Behavior Genetics, 32, 464.
Fletcher, J.M., Lyon, R., Barnes, M., Stuebing, K.K., Francis, D.J., Olson, R.K., Shaywitz, S.E., & Shaywitz, B.A. (2002). Classification of learning disabilities: An evidence based evaluation. In R. Bradley, L. Danielson, and D.P. Hallahan (Eds.), Identification of learning disabilities B research to practice (pp. 185-250). Mahwah, NJ: Erlbaum.
Francks, C., Fisher, S.E., Olson, R.K., Pennington, B.F., Smith, S.D., DeFries, J.C., & Monaco, A.P. (2002). Fine mapping of the chromosome 2p12-16 dyslexia susceptibility locus: Quantitative association analysis and positional candidate genes SEMA4F and OTX1. Psychiatric Genetics, 12, 35-41.
Gayán, J.D., Kaplan, D.E., Ahn, J., Won, T.W., Pauls, D., Olson, R.K., DeFries, J.C., Wood, F., Pennington, B.F., Page, G.P., Smith, S.D. & Gruen, J.R. (2002). Fine mapping linkage and association analyses of reading disability in the 6p21.3-22 region (Abst.). Behavior Genetics, 32, 465-466.
Hartung, C.M., Willcutt, E.G., Lahey, B.B., Pelham, W.E., Keenan, K., Loney, J., & Steiner, R. (2002). Sex differences in young children who meet criteria for attention-deficit / hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 31, 453-464.
Kaakinen, J., Hyona, J., & Keenan, J.M. (2002). Individual differences in perspective effects on on-line text processing. Discourse Processes, 33, 159-173.
Kaplan, D.E., Gayán, J., Ahn, J., Won, T.W., Pauls, D., Olson, R.K., & DeFries, J.C. (2002). Evidence for linkage and association with reading disability, on 6p21.3-22. American Journal of Human Genetics, 70, 1287-1298.
Knopik, V.S., Smith, S.D., Cardon, L., Pennington, B., Gayán, J., Olson, R.K., and DeFries, J.C. (2002). Differential genetic etiology of reading component processes as a function of IQ. Behavior Genetics, 32, 181-198.
Lahey, B.B., & Willcutt, E. (2002). Validity of the diagnosis and dimensions of attention deficit hyperactivity disorder. In P.S. Jensen & J.R. Cooper (Eds.), Attention Deficit Hyperactivity Disorder: State of the Science (pp. 1-1 – 1-23). New York: Civic Research Institute.
Martin, M., & Byrne, B. (2002). Teaching children to recognise rhyme does not directly promote phonemic awareness.British Journal of Educational Psychology, 72, 561-572.
Nigg, J.T., John O.P., Blaskey, L.G., Huang-Pollock, C.L., Willcutt, E.G., Hinshaw, S.P., & Pennington, B.F. (2002).Big five dimensions and ADHD symptoms:Links between personality traits and clinical symptoms.Journal of Personality and Social Psychology, 83, 451-469.
Olson, R.K. (2002). Dyslexia: Nature and nurture. Dyslexia, 8, 143-159.
Olson, R.K. (2002). Genetic and environmental influences on reading and related cognitive skills.Dyslexi, 4, 10-16.
Olson, R.K. (2002). Phoneme awareness and reading, from the old to the new millenium. In E. Hjelmquist and C. von Euler (Eds.), Dyslexia and literacy: A tribute to Ingvar Lundberg (pp. 100-116). London: Whurr Publishers.
Olson, R.K., & Datta, H. (2002). Visual-temporal processing in reading-disabled and normal twins. Reading and Writing, 15, 127-149.
Pennington, B.F. (2002). Genes and brain: Individual differences and human universals. In M.H. Johnson & Y. Munakata (Eds.), Brain development and cognition (2nd ed., pp. 494-508). Cambridge, MA: Blackwell.
Pennington, B.F. (2002). The development of psychopathology: Nature and nurture. New York: Guilford Press.
Pritchard, M., & Keenan, J.M. (2002). Does jury deliberation really improve jurors= memories? Journal of Applied Cognitive Psychology, 16, 589-601.
Smith, S.D., Gilger, J.W., & Pennington, B.F. (2002). Dyslexia and other specific learning disorders. In D.L. Rimoin, J.M. Conner, & Pyeritz (Eds.), Emery and Rimoin's principles and practice of medical genetics (4th ed., pp. 2827-2865). New York: Churchill Livingston.
Tunick, R.A., & Pennington, B.F. (2002). The etiological relationship between reading disability and phonological disorder. Annals of Dyslexia, 52, 75-95.
Wadsworth, S.J.,Davis, C.J., Knopik, V.S., Willcutt, E.G. & DeFries, J.C. (2002). Genetics of reading disabilities. In I. Arcolini & G. Zardini (Eds.) I disturbi di apprendimento della lettura e della scrittura (pp. 23-35). Milano: FrancoAngeli.
Willcutt, E.G., Pennington, B.F., Smith, S.D., Cardon, L.R., Gayán, J., Knopik, V.S., Olson, R.K., & DeFries, J.C. (2002). Quantitative trait locus for reading disability on chromosome 6p is pleiotropic for attention deficit hyperactivity disorder. American Journal of Medical Genetics (Neuropsychiatric Genetics), 114, 260-268.
Wise, B.& Snyder, L. (2002).Clinical judgments in language-based learning disabilities. In Bradley, R., Danielson, L., & Hallahan, D. P. (Eds.) Identification of Learning Disabilities: Research to practice. Lawrence Erlbaum: Mahwah, NJ.
Cole, R. van Vuuren, S., Pellom, B., Hacioglu, K., Ma, J., Movellan, J., Schwartz, S., Ward, W., Yan, J. (2003) “Perceptive Animated Interfaces: First Steps Toward a New Paradigm for Human Computer Interaction,” Proceedings of the IEEE: Special Issue on Human Computer Interaction, 91, 391-405.
Deffenbacher, K.E., Kenyon, J.B., Hoover, D.M., Olson, R.K., Pennington, B.F., DeFries, J.C. & Smith, S.D. (2003). Refinement of the 6p21.3 QTL influencing dyslexia through linkage and association analysis (Abst.). American Journal of Human Genetics, 73 (Suppl.), 497.
Friedman, M.C., Chhabildas, N., Budhiraja, N., Willcutt, E.G., & Pennington, B.F. (2003). Etiology of the comorbidity between reading disability and ADHD: Exploration of the nonrandom mating hypothesis. Neuropsychiatric Genetics, 120B, 109-115.
Gayán, J., & Olson, R.K. (2003). Genetic and environmental influences on individual differences in printed word recognition. Journal of Experimental Child Psychology, 84, 97-123.
Kaakinen, J., Hyona, J., & Keenan, J.M. (2003). How prior knowledge, working memory capacity, and relevance of information affect eye-fixations in expository text. Journal of Experimental Psychology: Learning, Memory, & Cognition, 29, 447-457.
Keenan, J.M., Hyona, J., & Kaakinen, J. (2003). Incorporating semantics and individual differences in models of working memory (Abst.). Behavioral and Brain Sciences, 26, 742.
Pennington, B.F. (2003). Understanding the comorbidities of dyslexia. Annals of Dyslexia, 53, 15-22.
Pennington, B.F., & Chhabildas, N. (2003). Attention deficit hyperactivity disorder. In T.E. Feinberg & M. Farah (Eds.), Behavioral neurology and neuropsychology (2nd ed., pp. 831-842). New York: McGraw-Hill, Inc.
Smith, S.D., Deffenbacher, K.E., Boada, R., Raitano N., Tunick, R., & Pennington, B.F. (2003).Linkage of Speech Sound Disorder to Dyslexia candidate regions (Abst.).American Journal of Human Genetics, 73, 502.
Willcutt, E.G., DeFries, J.C., Pennington, B.F., Smith, S.D., Cardon, L.R. & Olson, R.K. (2003). Genetic etiology of comorbid reading difficulties and ADHD. In R. Plomin, J.C. DeFries, I.W. Craig & P. McGuffin (Eds.), Behavioral genetics in the postgenomic era (pp. 227-246).Washington, D.C.: American Psychological Association.
Byrne, B. (2005). Theories of learning to read. In M. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 453-472). Oxford: Blackwell.
Cardoso-Martins, C., & Pennington, B.F. (2004). The relationship between phoneme awareness and rapid serial naming skills and literacy acquisition: The role of developmental period and reading ability. Scientific Studies of Reading, 8, 27-52.
DeFries, J.C. & Wadsworth, S.J. (2004).Colorado Twin Study of Reading Disabilities (Abst.). Behavior Genetics, 34, 635-636.
de Jong, P, & Olson, R.K. (2004). Early predictors of letter knowledge. Journal of Experimental Child Psychology, 88, 254-273.
Deffenbacher, K.E., Kenyon, J.B., Hoover, D.M., Olson, R.K., Pennington, B.F., DeFries, J.C. & Smith, S.D. (2004).Refinement of the 6p21.3 QTL influencing dyslexia: Linkage and association analysis. Human Genetics, 115, 128-138.
Francks, C., Paracchini, S., Smith, S.D., Richardson, A.J., Scerri, T.S., Cardon, L.R., Marlow, A.J., MacPhie, I.L., Walker, J., Pennington, B.F., Fisher, S.E., Olson, R.K., DeFries, J.C., Stein, J.F. & Monaco, A.P. (2004). Association mapping of the 6p23-21.3 QTL for reading disability (Abst.). Behavior Genetics, 34, 639.
Gayan, J., Willcutt, E.G., Fisher, S.E., Francks, C., Cardon, L., Olson, R.K., Pennington, B.F., Smith, S.D., Monaco, A.P. & DeFries, J.C. (2004).Bivariate linkage scan for reading disability and attention-deficit/hyperactivity disorder (Abst.). Behavior Genetics, 34, 640.
Hagen, A., Pellom, B., Van Vuuren, S., and Cole, R. (2004). "Advances in Children's Speech Recognition within an Interactive Literacy Tutor," submitted to HLT/NAACL 2004, Boston, May 2004.
Hartman, C.A., Willcutt, E.G., Rhee, S.H., & Pennington, B.F. (2004). The relation between sluggish cognitive tempo and DSM-IV ADHD. Journal of Abnormal Child Psychology, 32, 491-503.
Hartman, C., Willcutt, E. G., Rhee, S. H., & Pennington, B. F. (2004). A twin study of the relation between ADHD and sluggish cognitive tempo (Abst.). Behavior Genetics, 34,644.
Hulslander, J., Talcot, J., Witton, C., DeFries, J., Pennington, B., Wadsworth, S., Willcutt, E., & Olson, R.K. (2004). Sensory processing, reading, IQ, and attention. Journal of Experimental Child Psychology, 88, 274-295.
Keenan, J.M., & Simon, J.A. (2004). Inference processing in women with Fragile X Syndrome. Cognitive Neuropsychology, 21, 579-596.
Lahey, B. B., Pelham, W. E., Loney, J., Kipp, H., Ehrhardt, A., Lee, S., Willcutt, E., Hartung, C., Chronis, A., & Massetti, G. (2004). Three-year predictive validity of DSM-IV Attention-deficit/Hyperactivity Disorder in children diagnosed at 4-6 Years of Age. American Journal of Psychiatry, 161, 2014-2020.
Olson, R.K. (2004). Genes, environment, and the components of the reading process. Perspectives of the International Dyslexia Association, 30(3), 6-9.
Olson, R.K. (2004). SSSR, environment, and genes. Scientific Studies of Reading, 8(2), 111-124.
Olson, R.K., & Byrne, B. (2004). Genetic and environmental influences on reading and language ability and disability. In H. Catts, & A. Kamhi (Eds.), The connections between language and reading disabilities (pp. 173-200). Mahwah, NJ: Laurence Erlbaum Associates.
Olson, R.K. (2004). Genetic and environmental causes of reading disabilities: Results from the Colorado Learning Disabilities Research Center. In M. Turner & J. Rack (Eds.), The Study of Dyslexia (pp. 23-33). London: Kluwer Academic/Plenum Publishers.
Pennington, B.F., & Olson, R.K. (2005). Genetics of dyslexia. In M. Snowling, C. Hulme, & M. Seidenberg (Eds.), The science of reading: A handbook (pp. 453-472). Oxford: Blackwell Publishing.
Raitano, N.A., Pennington, B.F., Tunick, R.A., Boada, R., & Shriberg, L.D. (2004). Pre-literacy skills of subgroups of children with speech sound disorders. Journal of Child Psychology and Psychiatry, 45, 821-835.
Rhee, S. H., Willcutt, E. G., Hartman, C., Pennington, B. F., & DeFries, J. C. (2004). Test of alternative hypotheses explaining the comorbidity between attention-deficit/hyperactivity disorder and conduct disorder (Abst.). Behavior Genetics, 34,658.
Smith, S.D., Deffenbacher, K.E., Boada, R., Raitano, N, Tunick, R.,Shriberg, L.D., Olson, R.K.,
Pennington, B.F., & DeFries, J.C. (2004).Linkage, association and candidate gene analyses for reading disability and speech sound disorder (Abst.). Behavior Genetics, 34, 660.
Smolen, T. N., Smolen, A., & Willcutt, E. G. (2004). Catechol-O-methyltransferase polymorphism in ADHD (Abst.). Behavior Genetics, 34,660.
Stevenson, J., Asherson, P., Hay, D., Levy, F., Swanson, J., Thapar, A., & Willcutt, E. (2005). Characterising the ADHD phenotype for genetic studies. Developmental Science, 8, 115-121.
Tiu, R.D., Jr., Wadsworth, S.J., DeFries, J.C. & Olson, R.K. (2004).Causal models of reading disability: A twin study.Twin Research, 7, 275-283.
Wadsworth, S. J. & DeFries, J.C. (2004).Genetic influences on reading disability as a function of gender (Abst.). Behavior Genetics, 34, 664.
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