Since 2006, the Texas Center for Learning Disorders has served as a multidisciplinary hub for advancing research on learning Disorders. In 2023, the Texas Center for Learning Disorders was established as an endowed departmental center, thanks to an anonymous $10 million dollar gift. The center supports the research and dissemination efforts of affiliated faculty and provides clinical services to families in the Houston area.

Early studies on response to intervention (RTI) revealed that intensive, explicit instruction in reading significantly improves outcomes for struggling readers in elementary and secondary settings. This demonstrated the need for collaboration between research and classrooms to sustain progress.

 Building on this foundation, our team conducted a series of studies trying to understand individual differences in intervention response. These studies showed IQ is not a strong predictor of intervention response, helping change the way that schools identify learning disabilities and target interventions. Subsequent studies highlighted cognitive, neurobiological, and genetic factors that predict reading risk.

 Today, we are pioneering studies with learners who face persistent learning challenges. By integrating cognitive science, neuroimaging, and genetics, we are refining classification methods, enhancing intervention strategies, and uncovering how language, attention and executive function interact with academic skills. Visual data models and case studies continue to demonstrate the real-world impact of this work.