Richard K Olson

Biographic Data

ID	241949
NAME	Richard K Olson
GIVEN NAMES	Richard K
FAMILY NAME	Olson
SIGNATURE	OLSON R K
AFFILIATIONS	University of Colorado Boulder
ORCID	0000-0001-6399-571X
VERIFIED	Yes
TOTAL WORKS	17
TOTAL CITATIONS	5
WORKS AS AUTHOR	17
WORKS AS EDITOR	0
FIRST PUBLICATION YEAR	1992
LATEST PUBLICATION YEAR	2023
H-INDEX	1

Mathematics Difficulties and Psychopathology in School-Age Children
Open AccessHolly N Wakeman, Sally J Wadsworth et al.ARTICLEJournal of Learning Disabilities2023
This study investigated the relationship between mathematics difficulties and psychopathology in a large community sample ( N = 881) of youth (8–18 years of age) in the United States. The primary aims of the study were to (a) test the associations between mathematics difficulties and specific components of internalizing, externalizing, attention, and social problems; (b) examine potential age and gender differences; and (c) investigate the longit…
How Specific Are Learning Disabilities
Open AccessRobin L Peterson, Lauren M McGrath et al.ARTICLEJournal of Learning Disabilities2021
Despite historical emphasis on “specific” learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic g), as well as variance unique to reading, mathematics, and writing. Participants were 686 children ages 8 to 16. Although the sample was overselected for le…
Estimating classroom-level influences on literacy and numeracy
Katrina L Grasby, Callie W Little et al.ARTICLEJournal of Educational Psychology2020
Classroom-level influences on literacy skills in kindergarten through Grade 2, and on literacy and numeracy skills in Grades 3, 5, 7, and 9, were examined by comparing the similarity of twins who shared or did not share classrooms with each other. We analyzed two samples using structural equation modeling adapted for twin data. The first, Study 1, was of Australia-wide tests of literacy and numeracy, with 1,098; 1,080; 790, and 812 complete twin …
Using an item-specific predictor to test the dimensionality of the orthographic choice task
Open AccessDonald L Compton, Jennifer K Gilbert et al.ARTICLEAnnals of Dyslexia2020
Cross-Country Differences in Parental Reporting of Symptoms of ADHD
Open AccessBarry Macdonald, Bruce F Pennington et al.ARTICLEJournal of Cross-Cultural…2019Cited by: 1References: 46
Previous studies within the United States suggest there are cultural and contextual influences on how attention-deficit/hyperactivity disorder (ADHD) symptoms are perceived. If such influences operate within a single country, they are likely to also occur between countries. In the current study, we tested whether country differences in mean ADHD scores also reflect cultural and contextual differences, as opposed to actual etiological differences.…
Associations between selected dietary behaviours and academic achievement
Open AccessT Burrows, Sharni Goldman et al.ARTICLEAppetite2017References: 35
Genetic and environmental influences on writing and their relations to language and reading
Open AccessRichard K Olson, Jacqueline Hulslander et al.ARTICLEAnnals of Dyslexia2013
Predicting word reading and comprehension with executive function and speed measures across development
Micaela E Christopher, Akira Miyake et al.ARTICLEJournal of Experimental…2012
The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, the authors analyze the constructs simultaneously to test whether each is a unique predictor. Latent variables from 483 partici…
Gene × environment interactions in reading disability and attention-deficit/hyperactivity disorder
Bruce F Pennington, Lauren M McGrath et al.ARTICLEDevelopmental Psychology2009Cited by: 4
This article examines Gene x Environment (G x E) interactions in two comorbid developmental disorders--reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD)--as a window on broader issues on G x E interactions in developmental psychology. The authors first briefly review types of G x E interactions, methods for detecting them, and challenges researchers confront in interpreting such interactions. They then review previous ev…
Reading Comprehension Tests Vary in the Skills They Assess
Janice M Keenan, Rebecca S Betjemann et al.ARTICLEScientific Studies of Reading2008
Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two assessments (retellings and comprehension questions) from the Qualitative Reading Inventory (QRI), the W…
Colorado longitudinal twin study of reading disability
Open AccessSally J Wadsworth, John C Defries et al.ARTICLEAnnals of Dyslexia2007
Genes, environment, and dyslexia the 2005 Norman Geschwind memorial lecture
Open AccessRichard K OlsonARTICLEAnnals of Dyslexia2006
Longitudinal twin study of early reading development in three countries
Open AccessBrian Byrne, Cara Delaland et al.ARTICLEAnnals of Dyslexia2002
Genetic and environmental influences on rapid naming and reading ability
Open AccessChayna J Davis, Chayna Davis et al.ARTICLEAnnals of Dyslexia2001
Computer-based phonological awareness and reading instruction
Open AccessBarbara Wise, Barbara W Wise et al.ARTICLEAnnals of Dyslexia1995
Phonological Deficits, IQ, and Individual Differences in Reading Disability
Open AccessJohn P Rack, John Rack et al.ARTICLEDevelopmental Review1993
The Nonword Reading Deficit in Developmental Dyslexia
John P Rack, John Rack et al.ARTICLEReading Research Quarterly1992

The Nonword Reading Deficit in Developmental Dyslexia
John P Rack, John Rack et al.ARTICLEReading Research Quarterly1992
Phonological Deficits, IQ, and Individual Differences in Reading Disability
Open AccessJohn P Rack, John Rack et al.ARTICLEDevelopmental Review1993
Computer-based phonological awareness and reading instruction
Open AccessBarbara Wise, Barbara W Wise et al.ARTICLEAnnals of Dyslexia1995
Genetic and environmental influences on rapid naming and reading ability
Open AccessChayna J Davis, Chayna Davis et al.ARTICLEAnnals of Dyslexia2001
Longitudinal twin study of early reading development in three countries
Open AccessBrian Byrne, Cara Delaland et al.ARTICLEAnnals of Dyslexia2002
Genes, environment, and dyslexia the 2005 Norman Geschwind memorial lecture
Open AccessRichard K OlsonARTICLEAnnals of Dyslexia2006
Colorado longitudinal twin study of reading disability
Open AccessSally J Wadsworth, John C Defries et al.ARTICLEAnnals of Dyslexia2007
Reading Comprehension Tests Vary in the Skills They Assess
Janice M Keenan, Rebecca S Betjemann et al.ARTICLEScientific Studies of Reading2008
Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two assessments (retellings and comprehension questions) from the Qualitative Reading Inventory (QRI), the W…
Gene × environment interactions in reading disability and attention-deficit/hyperactivity disorder
Bruce F Pennington, Lauren M McGrath et al.ARTICLEDevelopmental Psychology2009Cited by: 4
This article examines Gene x Environment (G x E) interactions in two comorbid developmental disorders--reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD)--as a window on broader issues on G x E interactions in developmental psychology. The authors first briefly review types of G x E interactions, methods for detecting them, and challenges researchers confront in interpreting such interactions. They then review previous ev…
Predicting word reading and comprehension with executive function and speed measures across development
Micaela E Christopher, Akira Miyake et al.ARTICLEJournal of Experimental…2012
The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, the authors analyze the constructs simultaneously to test whether each is a unique predictor. Latent variables from 483 partici…
Genetic and environmental influences on writing and their relations to language and reading
Open AccessRichard K Olson, Jacqueline Hulslander et al.ARTICLEAnnals of Dyslexia2013
Associations between selected dietary behaviours and academic achievement
Open AccessT Burrows, Sharni Goldman et al.ARTICLEAppetite2017References: 35
Cross-Country Differences in Parental Reporting of Symptoms of ADHD
Open AccessBarry Macdonald, Bruce F Pennington et al.ARTICLEJournal of Cross-Cultural…2019Cited by: 1References: 46
Previous studies within the United States suggest there are cultural and contextual influences on how attention-deficit/hyperactivity disorder (ADHD) symptoms are perceived. If such influences operate within a single country, they are likely to also occur between countries. In the current study, we tested whether country differences in mean ADHD scores also reflect cultural and contextual differences, as opposed to actual etiological differences.…
Estimating classroom-level influences on literacy and numeracy
Katrina L Grasby, Callie W Little et al.ARTICLEJournal of Educational Psychology2020
Classroom-level influences on literacy skills in kindergarten through Grade 2, and on literacy and numeracy skills in Grades 3, 5, 7, and 9, were examined by comparing the similarity of twins who shared or did not share classrooms with each other. We analyzed two samples using structural equation modeling adapted for twin data. The first, Study 1, was of Australia-wide tests of literacy and numeracy, with 1,098; 1,080; 790, and 812 complete twin …
Using an item-specific predictor to test the dimensionality of the orthographic choice task
Open AccessDonald L Compton, Jennifer K Gilbert et al.ARTICLEAnnals of Dyslexia2020
How Specific Are Learning Disabilities
Open AccessRobin L Peterson, Lauren M McGrath et al.ARTICLEJournal of Learning Disabilities2021
Despite historical emphasis on “specific” learning disabilities (SLDs), academic skills are strongly correlated across the curriculum. Thus, one can ask how specific SLDs truly are. To answer this question, we used bifactor models to identify variance shared across academic domains (academic g), as well as variance unique to reading, mathematics, and writing. Participants were 686 children ages 8 to 16. Although the sample was overselected for le…
Mathematics Difficulties and Psychopathology in School-Age Children
Open AccessHolly N Wakeman, Sally J Wadsworth et al.ARTICLEJournal of Learning Disabilities2023
This study investigated the relationship between mathematics difficulties and psychopathology in a large community sample ( N = 881) of youth (8–18 years of age) in the United States. The primary aims of the study were to (a) test the associations between mathematics difficulties and specific components of internalizing, externalizing, attention, and social problems; (b) examine potential age and gender differences; and (c) investigate the longit…