51
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Grasby KL, Coventry WL, Byrne B, Olson RK, Medland SE. Genetic and Environmental Influences on Literacy and Numeracy Performance in Australian School Children in Grades 3, 5, 7, and 9. Behav Genet 2016; 46:627-648. [DOI: 10.1007/s10519-016-9797-z] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2015] [Accepted: 05/28/2016] [Indexed: 10/21/2022]
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Willems G, Jansma B, Blomert L, Vaessen A. Cognitive and familial risk evidence converged: A data-driven identification of distinct and homogeneous subtypes within the heterogeneous sample of reading disabled children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2016; 53-54:213-231. [PMID: 26922163 DOI: 10.1016/j.ridd.2015.12.018] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2015] [Revised: 11/01/2015] [Accepted: 12/05/2015] [Indexed: 06/05/2023]
Abstract
The evident degree of heterogeneity observed in reading disabled children has puzzled reading researchers for decades. Recent advances in the genetic underpinnings of reading disability have indicated that the heritable, familial risk for dyslexia is a major risk factor. The present data-driven, classification attempt aims to revisit the possibility of identifying distinct cognitive deficit profiles in a large sample of second to fourth grade reading disabled children. In this sample, we investigated whether genetic and environmental risk factors are able to distinguish between poor reader subtypes. In this profile, we included reading-related measures of phonemic awareness, letter-speech sound processing and rapid naming, known as candidate vulnerability markers associated with dyslexia and familial risk for dyslexia, as well as general cognitive abilities (non-verbal IQ and vocabulary). Clustering was based on a 200 multi-start K-means approach. Results revealed four emerging subtypes of which the first subtype showed no cognitive deficits underlying their poor reading skills (Reading-only impaired poor readers). The other three subtypes shared a core phonological deficit (PA) with a variable and discriminative expression across the other underlying vulnerability markers. More specific, type 2 showed low to poor performance across all reading-related and general cognitive abilities (general poor readers), type 3 showed a specific letter-speech sound mapping deficit next to a PA deficit (PA-LS specific poor readers) and type 4 showed a specific rapid naming deficit complementing their phonological weakness (PA-RAN specific poor readers). The first three poor reader profiles were more characterized by variable environmental risk factor, while the fourth, PA-RAN poor reader subtype showed a significantly strong familial risk for dyslexia. Overall, when we zoom in on the heterogeneous phenomenon of reading disability, unique and distinct cognitive subtypes can be identified, distinguishing between those poor readers more influences by the role of genes and those more influenced by environmental risk factors. Taking into account this diversity of distinct cognitive subtypes, instead of looking at the reading disabled sample as a whole, will help tailor future diagnostic and intervention efforts more specifically to the needs of children with such a specific deficit and risk pattern, as well as providing a more promising way forward for genetic studies of dyslexia.
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Affiliation(s)
- Gonny Willems
- Department of Cognitive Neuroscience, Faculty of Psychology & Neuroscience, Maastricht University, and Maastricht Brain Imaging Centre (M-BIC), P.O. Box 616, 6200 MD Maastricht, The Netherlands.
| | - Bernadette Jansma
- Department of Cognitive Neuroscience, Faculty of Psychology & Neuroscience, Maastricht University, and Maastricht Brain Imaging Centre (M-BIC), P.O. Box 616, 6200 MD Maastricht, The Netherlands.
| | - Leo Blomert
- Department of Cognitive Neuroscience, Faculty of Psychology & Neuroscience, Maastricht University, and Maastricht Brain Imaging Centre (M-BIC), P.O. Box 616, 6200 MD Maastricht, The Netherlands
| | - Anniek Vaessen
- Department of Cognitive Neuroscience, Faculty of Psychology & Neuroscience, Maastricht University, and Maastricht Brain Imaging Centre (M-BIC), P.O. Box 616, 6200 MD Maastricht, The Netherlands.
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Ozernov-Palchik O, Yu X, Wang Y, Gaab N. Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice. Curr Opin Behav Sci 2016; 10:45-58. [PMID: 27766284 DOI: 10.1016/j.cobeha.2016.05.006] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Dyslexia is a heritable reading disorder with an estimated prevalence of 5-17%. A multiple deficit model has been proposed that illustrates dyslexia as an outcome of multiple risks and protective factors interacting at the genetic, neural, cognitive, and environmental levels. Here we review the evidence on each of these levels and discuss possible underlying mechanisms and their reciprocal interactions along a developmental timeline. Current and potential implications of neuroscientific findings for contemporary challenges in the field of dyslexia, as well as for reading development and education in general, are then discussed.
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Affiliation(s)
- Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Center for Reading and Language Research, Tufts University, Medford, MA 02155, United States
| | - Xi Yu
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Yingying Wang
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States; Harvard Graduate School of Education, Cambridge, MA 02138, United States
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Bishop DVM. The interface between genetics and psychology: lessons from developmental dyslexia. Proc Biol Sci 2016; 282:20143139. [PMID: 25854887 DOI: 10.1098/rspb.2014.3139] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023] Open
Abstract
Developmental dyslexia runs in families, and twin studies have confirmed that there is a substantial genetic contribution to poor reading. The way in which discoveries in molecular genetics are reported can be misleading, encouraging us to think that there are specific genes that might be used to screen for disorder. However, dyslexia is not a classic Mendelian disorder that is caused by a mutation in a single gene. Rather, like many other common disorders, it appears to involve combined effects of many genes and environmental factors, each of which has a small influence, possibly supplemented by rare variants that have larger effects but apply to only a minority of cases. Furthermore, to see clearer relationships between genotype and phenotype, we may need to move beyond the clinical category of dyslexia to look at underlying cognitive deficits that may be implicated in other neurodevelopmental disorders.
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Affiliation(s)
- D V M Bishop
- Department of Experimental Psychology, University of Oxford, South Parks Road, Oxford OX1 3UD, UK
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Jacobson LA, Koriakin T, Lipkin P, Boada R, Frijters JC, Lovett MW, Hill D, Willcutt E, Gottwald S, Wolf M, Bosson-Heenan J, Gruen JR, Mahone EM. Executive Functions Contribute Uniquely to Reading Competence in Minority Youth. JOURNAL OF LEARNING DISABILITIES 2016; 50:422-433. [PMID: 26755569 PMCID: PMC5960349 DOI: 10.1177/0022219415618501] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing "higher-level" or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty.
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Affiliation(s)
- Lisa A Jacobson
- 1 Kennedy Krieger Institute, Baltimore, MD, USA
- 2 Johns Hopkins University School of Medicine, Baltimore, MD, USA
- 3 Genes, Reading and Dyslexia Study, New Haven, CT, USA
| | - Taylor Koriakin
- 1 Kennedy Krieger Institute, Baltimore, MD, USA
- 3 Genes, Reading and Dyslexia Study, New Haven, CT, USA
| | - Paul Lipkin
- 1 Kennedy Krieger Institute, Baltimore, MD, USA
- 2 Johns Hopkins University School of Medicine, Baltimore, MD, USA
- 3 Genes, Reading and Dyslexia Study, New Haven, CT, USA
| | - Richard Boada
- 3 Genes, Reading and Dyslexia Study, New Haven, CT, USA
| | | | | | - Dina Hill
- 3 Genes, Reading and Dyslexia Study, New Haven, CT, USA
| | - Erik Willcutt
- 3 Genes, Reading and Dyslexia Study, New Haven, CT, USA
| | | | - Maryanne Wolf
- 3 Genes, Reading and Dyslexia Study, New Haven, CT, USA
| | | | - Jeffrey R Gruen
- 3 Genes, Reading and Dyslexia Study, New Haven, CT, USA
- 4 Yale University, New Haven, CT, USA
| | - E Mark Mahone
- 1 Kennedy Krieger Institute, Baltimore, MD, USA
- 2 Johns Hopkins University School of Medicine, Baltimore, MD, USA
- 3 Genes, Reading and Dyslexia Study, New Haven, CT, USA
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Snowling MJ, Melby-Lervåg M. Oral language deficits in familial dyslexia: A meta-analysis and review. Psychol Bull 2016; 142:498-545. [PMID: 26727308 PMCID: PMC4824243 DOI: 10.1037/bul0000037] [Citation(s) in RCA: 167] [Impact Index Per Article: 20.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
This article reviews 95 publications (based on 21 independent samples) that have examined children at family risk of reading disorders. We report that children at family risk of dyslexia experience delayed language development as infants and toddlers. In the preschool period, they have significant difficulties in phonological processes as well as with broader language skills and in acquiring the foundations of decoding skill (letter knowledge, phonological awareness and rapid automatized naming [RAN]). Findings are mixed with regard to auditory and visual perception: they do not appear subject to slow motor development, but lack of control for comorbidities confounds interpretation. Longitudinal studies of outcomes show that children at family risk who go on to fulfil criteria for dyslexia have more severe impairments in preschool language than those who are defined as normal readers, but the latter group do less well than controls. Similarly at school age, family risk of dyslexia is associated with significantly poor phonological awareness and literacy skills. Although there is no strong evidence that children at family risk are brought up in an environment that differs significantly from that of controls, their parents tend to have lower educational levels and read less frequently to themselves. Together, the findings suggest that a phonological processing deficit can be conceptualized as an endophenotype of dyslexia that increases the continuous risk of reading difficulties; in turn its impact may be moderated by protective factors. (PsycINFO Database Record
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Paracchini S, Diaz R, Stein J. Advances in Dyslexia Genetics—New Insights Into the Role of Brain Asymmetries. ADVANCES IN GENETICS 2016; 96:53-97. [DOI: 10.1016/bs.adgen.2016.08.003] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
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58
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Tucker-Drob EM, Bates TC. Large Cross-National Differences in Gene × Socioeconomic Status Interaction on Intelligence. Psychol Sci 2015; 27:138-149. [PMID: 26671911 DOI: 10.1177/0956797615612727] [Citation(s) in RCA: 162] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2015] [Accepted: 09/29/2015] [Indexed: 11/17/2022] Open
Abstract
A core hypothesis in developmental theory predicts that genetic influences on intelligence and academic achievement are suppressed under conditions of socioeconomic privation and more fully realized under conditions of socioeconomic advantage: a Gene × Childhood Socioeconomic Status (SES) interaction. Tests of this hypothesis have produced apparently inconsistent results. We performed a meta-analysis of tests of Gene × SES interaction on intelligence and academic-achievement test scores, allowing for stratification by nation (United States vs. non-United States), and we conducted rigorous tests for publication bias and between-studies heterogeneity. In U.S. studies, we found clear support for moderately sized Gene × SES effects. In studies from Western Europe and Australia, where social policies ensure more uniform access to high-quality education and health care, Gene × SES effects were zero or reversed.
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Gomez A, Sirigu A. Developmental coordination disorder: core sensori-motor deficits, neurobiology and etiology. Neuropsychologia 2015; 79:272-87. [PMID: 26423663 DOI: 10.1016/j.neuropsychologia.2015.09.032] [Citation(s) in RCA: 69] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2015] [Revised: 09/24/2015] [Accepted: 09/25/2015] [Indexed: 12/31/2022]
Abstract
Among developmental disorders, DCD is one of the least studied and less understood one (Bishop, 2010). This review summarizes the current understanding of developmental coordination disorder in neuropsychology with a focus mainly on high level sensorimotor impairments, its etiology and its neural bases. We summarize these core deficits in the framework of an influent motor control model (Blakemore et al., 2002). DCD has several environmental risk factors which probably interplay with genetic factors but those have not been sufficiently identified. High-level sensori-motor deficits are probably multifactorial in DCD and involve predictive coding deficits as well as weaknesses in perceptual and sensory integration. At the brain level, DCD is associated with impaired structure and functions within the motor network. Throughout the review we highlight exciting new findings as well as potential future lines of research to provide a more comprehensive understanding of this disorder.
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Affiliation(s)
- Alice Gomez
- Centre de Neuroscience Cognitive, CNRS, UMR 5229, 67 Boulevard Pinel, 69675 Bron, France; Université Claude Bernard Lyon 1, ESPE, Lyon, France.
| | - Angela Sirigu
- Centre de Neuroscience Cognitive, CNRS, UMR 5229, 67 Boulevard Pinel, 69675 Bron, France.
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60
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The Roles of Genes in the Neuronal Migration and Neurite Outgrowth Network in Developmental Dyslexia: Single- and Multiple-Risk Genetic Variants. Mol Neurobiol 2015; 53:3967-3975. [PMID: 26184631 DOI: 10.1007/s12035-015-9334-8] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2015] [Accepted: 07/01/2015] [Indexed: 01/21/2023]
Abstract
Abnormal regulation of neural migration and neurite growth is thought to be an important feature of developmental dyslexia (DD). We investigated 16 genetic variants, selected by bioinformatics analyses, in six key genes in the neuronal migration and neurite outgrowth network in a Chinese population. We first observed that KIAA0319L rs28366021, KIAA0319 rs4504469, and DOCK4 rs2074130 were significantly associated with DD risk after false discovery rate (FDR) adjustment for multiple comparisons (odds ratio (OR) = 0.672, 95 % confidence interval (CI) = 0.505-0.894, P = 0.006; OR = 1.608, 95 % CI = 1.174-2.203, P = 0.003; OR = 1.681, 95 % CI = 1.203-2.348, P = 0.002). The following classification and regression tree (CART) analysis revealed a prediction value of gene-gene interactions among DOCK4 rs2074130, KIAA0319 rs4504469, DCDC2 rs2274305, and KIAA0319L rs28366021 variants. Compared with the lowest risk carriers of the combination of rs2074130 CC, rs4504469 CC, and rs2274305 GG genotype, individuals carrying the combined genotypes of rs2074130 CC, rs4504469 CT or TT, and rs28366021 GG had a significantly increased risk for DD (OR = 2.492, 95 % CI = 1.447-4.290, P = 0.001); individuals with the combination of rs2074130 CT or TT and rs28366021 GG genotype exhibited the highest risk for DD (OR = 2.770, 95 % CI = 2.265-6.276, P = 0.000). A significant dose effect was observed among these four variants (P for trend = 0.000). In summary, this study supports the importance of single- and multiple-risk variants in this network in DD susceptibility in China.
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61
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Tillman C, Granvald V. The role of parental education in the relation between ADHD symptoms and executive functions in children. J Atten Disord 2015; 19:542-8. [PMID: 24406812 DOI: 10.1177/1087054713517543] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE Using a population-based sample of 9-year-old children, this study examined whether the relation between symptoms of ADHD and executive functions (EFs) depended on socioeconomic status (SES; indexed by parental education). METHOD Parents and teachers rated the children's ADHD symptoms, and parents also indicated their educational level in a questionnaire. The children performed a comprehensive set of EF tasks. RESULTS Whereas working memory was similarly related to ADHD symptoms in the lower and higher parental education group, the relations of inhibition and mental set-shifting with ADHD symptoms were generally stronger in the higher educational group, a pattern that was supported by several significant group differences in correlations. CONCLUSION This suggests that the EF pathway in contemporary multiple pathway models of ADHD etiology may be particularly relevant in higher SES parts of the population.
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Affiliation(s)
- Carin Tillman
- Uppsala Child and Baby Lab, Department of Psychology, Uppsala University, Sweden
| | - Viktor Granvald
- Uppsala Child and Baby Lab, Department of Psychology, Uppsala University, Sweden
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62
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Affiliation(s)
- Robin L. Peterson
- Department of Rehabilitation Medicine, Children's Hospital Colorado, Aurora, Colorado 80045;
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63
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Mascheretti S, Marino C, Simone D, Quadrelli E, Riva V, Cellino MR, Maziade M, Brombin C, Battaglia M. Putative risk factors in developmental dyslexia: a case-control study of Italian children. JOURNAL OF LEARNING DISABILITIES 2015; 48:120-129. [PMID: 23757350 DOI: 10.1177/0022219413492853] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Although dyslexia runs in families, several putative risk factors that cannot be immediately identified as genetic predict reading disability. Published studies analyzed one or a few risk factors at a time, with relatively inconsistent results. To assess the contribution of several putative risk factors to the development of dyslexia, we conducted a case-control study of 403 Italian children, 155 with dyslexia, by implementing a stepwise logistic regression applied to the entire sample, and then to boys and girls separately. Younger parental age at child's birth, lower parental education, and risk of miscarriage significantly increased the odds of belonging to the dyslexia group (19.5% of the variation). These associations were confirmed in the analyses conducted separately by sex, except for parental education, which significantly affected only males. These findings support reading disabilities as a multifactorial disorder and may bear some importance for the prevention and/or early detection of children at heightened risk for dyslexia.
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Affiliation(s)
| | - Cecilia Marino
- Centre de recherche de l'Institut universitaire en santé mentale de Québec, Québec, Canada Université Laval, Québec, Canada
| | - Daniela Simone
- Scientific Institute Eugenio Medea, Bosisio Parini, Italy
| | | | | | - Maria Rosaria Cellino
- Centro Regionale di Riferimento per i Disturbi dell'Apprendimento - CRRDA, ULSS 20, Verona, Italy
| | - Michel Maziade
- Centre de recherche de l'Institut universitaire en santé mentale de Québec, Québec, Canada Université Laval, Québec, Canada
| | | | - Marco Battaglia
- Centre de recherche de l'Institut universitaire en santé mentale de Québec, Québec, Canada Université Laval, Québec, Canada
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64
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Olson RK, Keenan JM, Byrne B, Samuelsson S. Why do Children Differ in Their Development of Reading and Related Skills? SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2014; 18:38-54. [PMID: 25104901 PMCID: PMC4120985 DOI: 10.1080/10888438.2013.800521] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
Modern behavior-genetic studies of twins in the U.S., Australia, Scandinavia, and the U.K. show that genes account for most of the variance in children's reading ability by the end of the first year of formal reading instruction. Strong genetic influence continues across the grades, though the relevant genes vary for reading words and comprehending text, and some of the genetic influence comes through a gene - environment correlation. Strong genetic influences do not diminish the importance of the environment for reading development in the population and for helping struggling readers, but they question setting the same minimal performance criterion for all children.
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Affiliation(s)
- Richard K Olson
- Department of Psychology and Neuroscience, and Institute for Behavioral Genetics, University of Colorado Boulder, and Department of Behavioral Sciences and Learning, Linköping University
| | | | - Brian Byrne
- School of Behavioural, Cognitive and Social Sciences, University of New England, and Department of Behavioral Sciences and Learning, Linköping University
| | - Stefan Samuelsson
- Department of Behavioral Sciences and Learning, Linköping University
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65
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He Z, Shao S, Zhou J, Ke J, Kong R, Guo S, Zhang J, Song R. Does long time spending on the electronic devices affect the reading abilities? A cross-sectional study among Chinese school-aged children. RESEARCH IN DEVELOPMENTAL DISABILITIES 2014; 35:3645-3654. [PMID: 25247847 DOI: 10.1016/j.ridd.2014.08.037] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2014] [Revised: 08/22/2014] [Accepted: 08/28/2014] [Indexed: 06/03/2023]
Abstract
Home literacy environment (HLE) is one of most important modifiable risk factors to dyslexia. With the development in technology, we include the electronic devices usage at home, such as computers and televisions, to the definition of HLE and investigate its impact on dyslexia based on the on-going project of Tongji's Reading Environment and Dyslexia Study. The data include 5063 children, primary school students (grade 3-grade 6), from a middle-sized city in China. We apply the principal component analysis (PCA) to reduce the large dimension of variables in HLE, and find the first three components, denoted as PC1, PC2 and PC3, can explain 95.45% of HLE information. PC1 and PC2 demonstrate strong positive association with 'total time spending on electronic devices' and 'literacy-related activity', respectively. PC3 demonstrates strong negative association with 'restrictions on using electronic devices'. From the generalized linear model, we find that PC1 significantly increases the risk of dyslexia (OR = 1.043, 95% CI: 1.018-1.070), while PC2 significantly decreases the risk of dyslexia (OR = 0.839, 95% CI: 0.795-0.886). Therefore, reducing the total time spending on electronic devices and increasing the literacy-related activity would be the potential protective factors for dyslexic children in China.
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Affiliation(s)
- Zhen He
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China
| | - Shanshan Shao
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China
| | - Jie Zhou
- Department of Epidemiology and Biostatistics, Arnold School of Public Health, University of South Carolina, Columbia 29208, USA
| | - Juntao Ke
- Department of Epidemiology and Biostatistics and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China
| | - Rui Kong
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China
| | - Shengnan Guo
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China
| | - Jiajia Zhang
- Department of Epidemiology and Biostatistics, Arnold School of Public Health, University of South Carolina, Columbia 29208, USA
| | - Ranran Song
- Department of Maternal and Child Health and MOE Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan 430030, China.
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66
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Christopher ME, Hulslander J, Byrne B, Samuelsson S, Keenan JM, Pennington B, DeFries JC, Wadsworth SJ, Willcutt E, Olson RK. Genetic and environmental etiologies of the longitudinal relations between prereading skills and reading. Child Dev 2014; 86:342-61. [PMID: 25263167 DOI: 10.1111/cdev.12295] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post-first grade (M = 7.4 years), and post-fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post-fourth-grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post-fourth-grade comprehension), print knowledge, and rapid naming.
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67
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Spencer M, Wagner RK, Schatschneider C, Quinn J, Lopez D, Petscher Y. Incorporating RTI in a Hybrid Model of Reading Disability. LEARNING DISABILITY QUARTERLY : JOURNAL OF THE DIVISION FOR CHILDREN WITH LEARNING DISABILITIES 2014; 37:161-171. [PMID: 25422531 PMCID: PMC4240020 DOI: 10.1177/0731948714530967] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
The present study seeks to evaluate a hybrid model of identification that incorporates response-to-intervention (RTI) as a one of the key symptoms of reading disability. The one-year stability of alternative operational definitions of reading disability was examined in a large scale sample of students who were followed longitudinally from first to second grade. The results confirmed previous findings of limited stability for single-criterion based operational definitions of reading disability. However, substantially greater stability was obtained for a hybrid model of reading disability that incorporates RTI with other common symptoms of reading disability.
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Affiliation(s)
- Mercedes Spencer
- Florida Center for Reading Research and Florida State University
| | - Richard K Wagner
- Florida Center for Reading Research and Florida State University
| | | | - Jamie Quinn
- Florida Center for Reading Research and Florida State University
| | - Danielle Lopez
- Florida Center for Reading Research and Florida State University
| | - Yaacov Petscher
- Florida Center for Reading Research and Florida State University
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68
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van Bergen E, van der Leij A, de Jong PF. The intergenerational multiple deficit model and the case of dyslexia. Front Hum Neurosci 2014; 8:346. [PMID: 24920944 PMCID: PMC4041008 DOI: 10.3389/fnhum.2014.00346] [Citation(s) in RCA: 97] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2014] [Accepted: 05/07/2014] [Indexed: 12/20/2022] Open
Abstract
Which children go on to develop dyslexia? Since dyslexia has a multifactorial etiology, this question can be restated as: what are the factors that put children at high risk for developing dyslexia? It is argued that a useful theoretical framework to address this question is Pennington’s (2006) multiple deficit model (MDM). This model replaces models that attribute dyslexia to a single underlying cause. Subsequently, the generalist genes hypothesis for learning (dis)abilities (Plomin and Kovas, 2005) is described and integrated with the MDM. Next, findings are presented from a longitudinal study with children at family risk for dyslexia. Such studies can contribute to testing and specifying the MDM. In this study, risk factors at both the child and family level were investigated. This led to the proposed intergenerational MDM, in which both parents confer liability via intertwined genetic and environmental pathways. Future scientific directions are discussed to investigate parent-offspring resemblance and transmission patterns, which will shed new light on disorder etiology.
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Affiliation(s)
- Elsje van Bergen
- Department of Experimental Psychology, University of Oxford Oxford, UK
| | - Aryan van der Leij
- Research Institute of Child Development and Education, University of Amsterdam Amsterdam, Netherlands
| | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam Amsterdam, Netherlands
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69
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Harlaar N, Trzaskowski M, Dale PS, Plomin R. Word reading fluency: role of genome-wide single-nucleotide polymorphisms in developmental stability and correlations with print exposure. Child Dev 2014; 85:1190-1205. [PMID: 24392801 PMCID: PMC4064251 DOI: 10.1111/cdev.12207] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The genetic effects on individual differences in reading development were examined using genome-wide complex trait analysis (GCTA) in a twin sample. In unrelated individuals (one twin per pair, n = 2,942), the GCTA-based heritability of reading fluency was ~20%-29% at ages 7 and 12. GCTA bivariate results showed that the phenotypic stability of reading fluency from 7 to 12 years (r = 0.69) is largely driven by genetic stability (genetic r = 0.69). Genetic effects on print exposure at age 12 were moderate (~26%) and correlated with those influencing reading fluency at 12 (genetic r = 0.89), indicative of a gene-environment correlation. These findings were largely consistent with quantitative genetic twin analyses that used both twins in each pair (n = 1,066-1,409).
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70
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Bonifacci P, Montuschi M, Lami L, Snowling MJ. Parents of children with dyslexia: cognitive, emotional and behavioural profile. DYSLEXIA (CHICHESTER, ENGLAND) 2014; 20:175-190. [PMID: 24265066 DOI: 10.1002/dys.1469] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2013] [Revised: 09/17/2013] [Accepted: 10/02/2013] [Indexed: 06/02/2023]
Abstract
Within a dimensional view of reading disorders, it is important to understand the role of environmental factors in determining individual differences in literacy outcome. In the present study, we compared a group of 40 parents of children with dyslexia (PDys) with a group of 40 parents of typically developing children. The two parent groups did not differ in socioeconomic status or nonverbal IQ. Participants were assessed on cognitive (IQ, digit span) and literacy (reading fluency and accuracy) tasks, phonological awareness and verbal fluency measures. Questionnaires addressed reading history, parental distress, family functioning, anxiety and depression. The PDys group performed worse in all literacy measures and more frequently reported a history of poor reading; they also showed more parental distress. There were no differences between the two groups in depression or family functioning and no differences between mothers and fathers. Findings indicate that PDys show a cognitive profile consistent with the broader phenotype of dyslexia (i.e. reading impairment and poor phonological awareness), whereas, considering the emotional profile, the impact of dyslexia on the family system is limited to parental distress associated with the perception of having a child with specific needs.
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Affiliation(s)
- Paola Bonifacci
- Department of Psychology, University of Bologna, Viale Berti Pichat n.5, 40127, Bologna, Italy
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71
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Kalnak N, Peyrard-Janvid M, Forssberg H, Sahlén B. Nonword repetition--a clinical marker for specific language impairment in Swedish associated with parents' language-related problems. PLoS One 2014; 9:e89544. [PMID: 24586859 PMCID: PMC3933563 DOI: 10.1371/journal.pone.0089544] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2013] [Accepted: 01/23/2014] [Indexed: 11/19/2022] Open
Abstract
First, we explore the performance of nonword repetition (NWR) in children with specific language impairment (SLI) and typically developing children (TD) in order to investigate the accuracy of NWR as a clinical marker for SLI in Swedish-speaking school-age children. Second, we examine the relationship between NWR, family aggregation, and parental level of education in children with SLI. A sample of 61 children with SLI, and 86 children with TD, aged 8-12 years, were administered an NWR test. Family aggregation, measured as the prevalence of language and/or literacy problems (LLP) in parents of the children with SLI, was based on family history interviews. The sensitivity and specificity of nonword repetition was analyzed in a binary logistic regression, cut-off values were established with ROC curves, and positive and negative likelihood ratios reported. Results from the present study show that NWR distinguishes well between Swedish-speaking school-children with and without SLI. We found 90.2% sensitivity and 97.7% specificity at a cut-off level of -2 standard deviations for binary scoring of nonwords. Differences between the SLI and TD groups showed large effect sizes for the two scoring measures binary (d = 2.11) and percent correct consonants (PCC) (d = 1.79). The children with SLI were split into two subgroups: those with no parents affected with LLP (n = 12), and those with one or both parents affected (n = 49). The subgroup consisting of affected parents had a significantly lower score on NWR binary (p = .037), and there was a great difference between the subgroups (d = 0.7). When compared to the TD group, the difference from the subgroup with affected parents was almost one standard deviation larger (d = 2.47) than the difference from the TD to the subgroup consisting of non-affected parents (d = 1.57). Our study calls for further exploration of the complex interaction between family aggregation, language input, and phenotypes of SLI.
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Affiliation(s)
- Nelli Kalnak
- Department of Women’s and Children’s Health, Astrid Lindgren Children’s Hospital, Karolinska Institutet, Stockholm, Sweden
| | | | - Hans Forssberg
- Department of Women’s and Children’s Health, Astrid Lindgren Children’s Hospital, Karolinska Institutet, Stockholm, Sweden
| | - Birgitta Sahlén
- Department of Logopedics, Phoniatrics, and Audiology, Clinical Sciences, Lund University, Lund, Sweden
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72
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van der Leij A. Dyslexia and early intervention: what did we learn from the Dutch Dyslexia Programme? DYSLEXIA (CHICHESTER, ENGLAND) 2013; 19:241-255. [PMID: 24133037 DOI: 10.1002/dys.1466] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/03/2013] [Accepted: 09/04/2013] [Indexed: 06/02/2023]
Abstract
Part of the Dutch Dyslexia Programme has been dedicated to early intervention. The question of whether the genetically affected learning mechanism of children who are at familial risk (FR) of developing dyslexia could be influenced by training phoneme awareness and letter-sound associations in the prereading phase was investigated. The rationale was that intervention studies reveal insights about the weaknesses of the learning mechanisms of FR children. In addition, the studies aimed to gather practical insights to be used in the development of a system of early diagnosis and prevention. Focused on the last period of kindergarten before formal reading instruction starts in Grade 1, intervention methods with comparable samples and designs but differences in delivery mode (use of computer or manual), tutor (semi-professional or parent), location (at school or at home), and additional practices (serial rapid naming or simple word reading) have been executed to test the hypothesis that the incidence and degree of dyslexia can be reduced. The present position paper summarizes the Dutch Dyslexia Programme findings and relates them to findings of other studies. It is discussed that the Dutch studies provide evidence on why prevention of dyslexia is hard to accomplish. It is argued that effective intervention should not only start early but also be adapted to the individual and often long-lasting educational needs of children at risk of reading failure.
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Affiliation(s)
- Aryan van der Leij
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
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73
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Hart SA, Soden B, Johnson W, Schatschneider C, Taylor J. Expanding the environment: gene × school-level SES interaction on reading comprehension. J Child Psychol Psychiatry 2013; 54:1047-55. [PMID: 23725549 PMCID: PMC3766464 DOI: 10.1111/jcpp.12083] [Citation(s) in RCA: 43] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/26/2013] [Indexed: 11/27/2022]
Abstract
BACKGROUND Influential work has explored the role of family socioeconomic status (SES) as an environmental moderator of genetic and environmental influences on cognitive outcomes. This work has provided evidence that socioeconomic circumstances differentially impact the heritability of cognitive abilities, generally supporting the bioecological model in that genetic influences are greater at higher levels of family SES. The present work expanded consideration of the environment, using school-level SES as a moderator of reading comprehension. METHODS The sample included 577 pairs of twins from the Florida Twin Project on Reading, Behavior and Environment. Reading comprehension was measured by the Florida Comprehensive Achievement Test (FCAT) Reading in third or fourth grade. School-level SES was measured by the mean Free and Reduced Lunch Status (FRLS) of the schoolmates of the twins. RESULTS The best-fitting univariate G × E moderation model indicated greater genetic influences on reading comprehension when fewer schoolmates qualified for FRLS (i.e., 'higher' school-level SES). There was also an indication of moderation of the shared environment; there were greater shared environmental influences on reading comprehension at higher school-level SES. CONCLUSIONS The results supported the bioecological model; greater genetic variance was found in school environments in which student populations experienced less poverty. In general, 'higher' school-level SES allowed genetic and probably shared environmental variance to contribute as sources of individual differences in reading comprehension outcomes. Poverty suppresses these influences.
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Affiliation(s)
- Sara A. Hart
- Department of Psychology, Florida State University, United States
,Florida Center for Reading Research, Florida State University, United States
| | - Brooke Soden
- Department of Psychology, The Ohio State University, United States
| | - Wendy Johnson
- Department of Psychology, University of Edinburgh, United Kingdom
| | - Christopher Schatschneider
- Department of Psychology, Florida State University, United States
,Florida Center for Reading Research, Florida State University, United States
| | - Jeanette Taylor
- Department of Psychology, Florida State University, United States
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Olson RK, Hulslander J, Christopher M, Keenan JM, Wadsworth SJ, Willcutt EG, Pennington BF, DeFries JC. Genetic and environmental influences on writing and their relations to language and reading. ANNALS OF DYSLEXIA 2013; 63:25-43. [PMID: 21842316 PMCID: PMC3218215 DOI: 10.1007/s11881-011-0055-z] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2010] [Accepted: 07/11/2011] [Indexed: 05/08/2023]
Abstract
Identical and fraternal twins (N=540, age 8 to 18 years) were tested on three different measures of writing (Woodcock-Johnson III Tests of Achievement-Writing Samples and Writing Fluency; Handwriting Copy from the Group Diagnostic Reading and Aptitude Achievement Tests), three different language skills (phonological awareness, rapid naming, and vocabulary), and three different reading skills (word recognition, spelling, and reading comprehension). Substantial genetic influence was found on two of the writing measures, writing samples and handwriting copy, and all of the language and reading measures. Shared environment influences were generally not significant, except for Vocabulary. Non-shared environment estimates, including measurement error, were significant for all variables. Genetic influences among the writing measures were significantly correlated (highest between the speeded measures writing fluency and handwriting copy), but there were also significant independent genetic influences between copy and samples and between fluency and samples. Genetic influences on writing were significantly correlated with genetic influences on all of the language and reading skills, but significant independent genetic influences were also found for copy and samples, whose genetic correlations were significantly less than 1.0 with the reading and language skills. The genetic correlations varied significantly in strength depending on the overlap between the writing, language, and reading task demands. We discuss implications of our results for education, limitations of the study, and new directions for research on writing and its relations to language and reading.
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Affiliation(s)
- Richard K Olson
- Department of Psychology and Neuroscience, Institute for Behavioral Genetics, University of Colorado at Boulder, box 345, Boulder, CO 80309, USA.
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75
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Hornickel J, Lin D, Kraus N. Speech-evoked auditory brainstem responses reflect familial and cognitive influences. Dev Sci 2013; 16:101-10. [PMID: 23278931 PMCID: PMC3539249 DOI: 10.1111/desc.12009] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2012] [Accepted: 07/18/2012] [Indexed: 12/31/2022]
Abstract
Cortical function and related cognitive, language, and communication skills are genetically influenced. The auditory brainstem response to speech is linked to language skill, reading ability, cognitive skills, and speech-in-noise perception; however, the impact of shared genetic and environmental factors on the response has not been investigated. We assessed auditory brainstem responses to speech presented in quiet and background noise from (1) 23 pairs of same sex, same learning diagnosis siblings (Siblings), (2) 23 unrelated children matched on age, sex, IQ, and reading ability to one of the siblings (Reading-Matched), and (3) 22 pairs of unrelated children matched on age and sex but not on reading ability to the same sibling (Age/Sex-Matched). By quantifying response similarity as the intersubject response-to-response correlation for sibling pairs, reading-matched pairs, and age- and sex-matched pairs, we found that siblings had more similar responses than age- and sex-matched pairs and reading-matched pairs. Similarity of responses between siblings was as high as the similarity of responses collected from an individual over the course of the recording session. Responses from unrelated children matched on reading were more similar than responses from unrelated children matched only on age and sex, supporting previous data linking variations in auditory brainstem activity with variations in reading ability. These results suggest that auditory brainstem function can be influenced by siblingship and auditory-based communication skills such as reading, motivating the use of speech-evoked auditory brainstem responses for assessing risk of reading and communication impairments in family members.
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Affiliation(s)
- Jane Hornickel
- Auditory Neuroscience Lab, Department of Communication Sciences and Disorders, Northwestern University, USA.
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76
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Mascheretti S, Bureau A, Battaglia M, Simone D, Quadrelli E, Croteau J, Cellino MR, Giorda R, Beri S, Maziade M, Marino C. An assessment of gene-by-environment interactions in developmental dyslexia-related phenotypes. GENES BRAIN AND BEHAVIOR 2012; 12:47-55. [DOI: 10.1111/gbb.12000] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2012] [Revised: 09/26/2012] [Accepted: 10/24/2012] [Indexed: 01/02/2023]
Affiliation(s)
- S. Mascheretti
- The Academic Centre for the study of Behavioural Plasticity; Vita-Salute San Raffaele University; Milan; 20132; Italy
| | | | | | - D. Simone
- Department of Child Psychiatry; Scientific Institute Eugenio Medea; Bosisio Parini; Lecco; 23842; Italy
| | - E. Quadrelli
- Department of Child Psychiatry; Scientific Institute Eugenio Medea; Bosisio Parini; Lecco; 23842; Italy
| | - J. Croteau
- Centre de Recherche de l'Institut universitaire en santé mentale de Québec; Québec; G1J 2 G3; Canada
| | - M. R. Cellino
- Centro Regionale di Riferimento per i Disturbi dell'Apprendimento - CRRDA, ULSS 20; Verona; 37122; Italy
| | - R. Giorda
- Molecular Biology Laboratory; Scientific Institute Eugenio Medea; Bosisio Parini; Lecco; 23842; Italy
| | - S. Beri
- Molecular Biology Laboratory; Scientific Institute Eugenio Medea; Bosisio Parini; Lecco; 23842; Italy
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Abstract
Dyslexia is a neurodevelopmental disorder that is characterised by slow and inaccurate word recognition. Dyslexia has been reported in every culture studied, and mounting evidence draws attention to cross-linguistic similarity in its neurobiological and neurocognitive bases. Much progress has been made across research specialties spanning the behavioural, neuropsychological, neurobiological, and causal levels of analysis in the past 5 years. From a neuropsychological perspective, the phonological theory remains the most compelling, although phonological problems also interact with other cognitive risk factors. Work confirms that, neurobiologically, dyslexia is characterised by dysfunction of the normal left hemisphere language network and also implicates abnormal white matter development. Studies accounting for reading experience demonstrate that many recorded neural differences show causes rather than effects of dyslexia. Six predisposing candidate genes have been identified, and evidence shows gene by environment interaction.
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Affiliation(s)
- Robin L Peterson
- Department of Psychology, University of Denver, Denver, CO 80208, USA.
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78
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Rosenberg J, Pennington BF, Willcutt EG, Olson RK. Gene by environment interactions influencing reading disability and the inattentive symptom dimension of attention deficit/hyperactivity disorder. J Child Psychol Psychiatry 2012; 53:243-51. [PMID: 21884522 PMCID: PMC3235245 DOI: 10.1111/j.1469-7610.2011.02452.x] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
BACKGROUND Reading disability (RD) and attention deficit/hyperactivity disorder (ADHD) are comorbid and genetically correlated, especially the inattentive dimension of ADHD (ADHD-I). However, previous research indicates that RD and ADHD enter into opposite gene by environment (G × E) interactions. METHODS This study used behavioral genetic methods to replicate these opposite G × E interactions in a sample of same-sex monozygotic and dizygotic twin pairs from the Colorado Learning Disabilities Research Center (CLDRC; DeFries et al., 1997) and to test a genetic hypothesis for why these opposite interactions occur. RESULTS We replicated opposite G × E interactions for RD (bioecological) and ADHD-I (diathesis-stress) with parental education in the same sample of participants. The genetic hypothesis for this opposite pattern of interactions is that only genes specific to each disorder enter into these opposite interactions, not the shared genes underlying their comorbidity. To test this hypothesis, we used single models with an exploratory three-way interaction, in which the G × E interactions for each disorder were moderated by comorbidity. Neither three-way interaction was significant. The heritability of RD did not vary as a function of parental education and ADHD-I. Similarly, the heritability of ADHD-I did not vary as a function of parental education and RD. CONCLUSIONS We documented opposite G × E interactions in RD and ADHD-I in the same overall twin sample, but the explanation for this apparent paradox remains unclear. Examining specific genes and more specific environmental factors may help resolve the paradox.
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Affiliation(s)
- Jenni Rosenberg
- Department of Psychology, University of Denver, Denver, CO 80208-0001, USA.
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79
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Buckingham J, Beaman R, Wheldall K. A randomised control trial of a MultiLit small group intervention for older low-progress readers. ACTA ACUST UNITED AC 2012. [DOI: 10.1080/19415532.2012.722038] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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80
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Rhemtulla M, Tucker-Drob EM. Gene-by-socioeconomic status interaction on school readiness. Behav Genet 2012; 42:549-58. [PMID: 22350185 DOI: 10.1007/s10519-012-9527-0] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2011] [Accepted: 01/17/2012] [Indexed: 10/14/2022]
Abstract
In previous work with a nationally representative sample of over 1,400 monozygotic and dizygotic twins born in the US, Tucker-Drob et al. (Psychological Science, 22, 125-133, 2011) uncovered a gene × environment interaction on scores on the Bayley Short Form test of mental ability (MA) at 2 years of age-higher socioeconomic status (SES) was associated not only with higher MA, but also with larger genetic contributions to individual differences in MA. The current study examined gene × SES interactions in mathematics skill and reading skill at 4 years of age (preschool age) in the same sample of twins, and further examined whether interactions detected at 4 years could be attributed to the persistence of the interaction previously observed at 2 years. For early mathematics skill but not early reading skill, genetic influences were more pronounced at higher levels of SES. This interaction was not accounted for by the interaction observed at 2 years. These findings indicate that SES moderates the etiological influences on certain cognitive functions at multiple stages of child development.
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Affiliation(s)
- Mijke Rhemtulla
- Center for Research Methods and Data Analysis, University of Kansas, 1425 Jayhawk Blvd., Lawrence, KS 66045, USA.
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81
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Tucker-Drob EM, Harden KP. Intellectual interest mediates gene × socioeconomic status interaction on adolescent academic achievement. Child Dev 2012; 83:743-57. [PMID: 22288554 DOI: 10.1111/j.1467-8624.2011.01721.x] [Citation(s) in RCA: 48] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Recent studies have demonstrated that genetic influences on cognitive ability and academic achievement are larger for children raised in higher socioeconomic status (SES) homes. However, little work has been done to document the psychosocial processes that underlie this Gene × Environment interaction. One process may involve the conversion of intellectual interest into academic achievement. Analyses of data from 777 pairs of 17-year-old twins indicated that Gene × SES effects on achievement scores can be accounted for by stronger influences of genes for intellectual interest on achievement at higher levels of SES. These findings are consistent with the hypothesis that higher SES affords greater opportunity for children to seek out and benefit from learning experiences that are congruent with their genetically influenced intellectual interests.
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Affiliation(s)
- Elliot M Tucker-Drob
- Department of Psychology, University of Texas at Austin, 1 University Station A8000, Austin, TX 78712-0187, USA.
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82
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Tucker-Drob EM, Harden KP. Early childhood cognitive development and parental cognitive stimulation: evidence for reciprocal gene-environment transactions. Dev Sci 2011; 15:250-9. [PMID: 22356180 DOI: 10.1111/j.1467-7687.2011.01121.x] [Citation(s) in RCA: 53] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Parenting is traditionally conceptualized as an exogenous environment that affects child development. However, children can also influence the quality of parenting that they receive. Using longitudinal data from 650 identical and fraternal twin pairs, we found that, controlling for cognitive ability at age 2 years, cognitive stimulation by parents (coded from video recorded behaviors during a dyadic task) at 2 years predicted subsequent reading ability at age 4 years. Moreover, controlling for cognitive stimulation at 2 years, children's cognitive ability at 2 years predicted the quality of stimulation received from their parents at 4 years. Genetic and environmental factors differentially contributed to these effects. Parenting influenced subsequent cognitive development through a family-level environmental pathway, whereas children's cognitive ability influenced subsequent parenting through a genetic pathway. These results suggest that genetic influences on cognitive development occur through a transactional process, in which genetic predispositions lead children to evoke cognitively stimulating experiences from their environments.
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Affiliation(s)
- Elliot M Tucker-Drob
- Department of Psychology & Population Research Center, University of Texas at Austin, USA.
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83
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Kirkpatrick RM, Legrand LN, Iacono WG, McGue M. A Twin and Adoption Study of Reading Achievement: Exploration of Shared-Environmental and Gene-Environment-Interaction Effects. LEARNING AND INDIVIDUAL DIFFERENCES 2011; 21:368-375. [PMID: 21743785 DOI: 10.1016/j.lindif.2011.04.008] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Existing behavior-genetic research implicates substantial influence of heredity and modest influence of shared environment on reading achievement and reading disability. Applying DeFries-Fulker analysis to a combined sample of twins and adoptees (N = 4,886, including 266 reading-disabled probands), the present study replicates prior findings of considerable heritability for both reading achievement and reading disability. A simple biometric model adequately described parent and offspring data (combined N = 9,430 parents and offspring) across differing types of families present in the sample Analyses yielded a high heritability estimate (around 0.70) and a negligible shared-environmentality estimate for both reading achievement and reading disability. No evidence of gene × environment interaction was found for parental reading ability and parental educational attainment, the two moderators analyzed.
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84
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Anthony JL, Aghara RG, Dunkelberger MJ, Anthony TI, Williams JM, Zhang Z. What factors place children with speech sound disorders at risk for reading problems? AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2011; 20:146-160. [PMID: 21478282 DOI: 10.1044/1058-0360(2011/10-0053)] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
PURPOSE To identify weaknesses in print awareness and phonological processing that place children with speech sound disorders (SSDs) at increased risk for reading difficulties. METHOD Language, literacy, and phonological skills of 3 groups of preschool-age children were compared: a group of 68 children with SSDs, a group of 68 peers with normal speech matched on receptive vocabulary, and a group of 68 peers with normal speech and language. RESULTS The SSD group demonstrated impairments in expressive phonological awareness (ts = 3.45 to 8.17, ps < .001, effect size [ES] = 0.51 to 1.04), receptive phonological awareness (zs = 2.26 to 5.21, ps ≤ .02, ES = 0.39 to 0.79), accessing phonological representations (zs = 3.34 to 5.83, ps < .001, ES = 0.59 to 0.91), quality of phonological representations (zs = 2.35 to 13.11, ps ≤ .02, ES = 0.44 to 1.56), and word reading (ts = 2.48 to 4.42, ps ≤ .01, ES = 0.22 to 0.54). Analyses of covariance found that lower performances of the SSD group on tests of phonological awareness and word reading could be explained by their weaknesses in quality and accessibility of phonological representations. CONCLUSIONS The present study makes a significant theoretical contribution to the literature as the first study, to our knowledge, that has tested the hypothesis that weaknesses in representation-related phonological processing may underlie the difficulties in phonological awareness and reading that are demonstrated by children with SSDs.
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85
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DeFries-Fulker analysis of longitudinal reading performance data from twin pairs ascertained for reading difficulties and from their nontwin siblings. Behav Genet 2011; 41:660-7. [PMID: 21259040 DOI: 10.1007/s10519-011-9445-6] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2010] [Accepted: 01/05/2011] [Indexed: 10/18/2022]
Abstract
Reading difficulties are both heritable and stable; however, little is known about the etiology of this stability. Results from a preliminary analysis of data from 56 twin pairs who participated in the Colorado Longitudinal Twin Study of Reading Disability (Astrom et al., Twin Res Hum Genet 10:434-439, 2007) suggested that about two-thirds of the proband deficit at follow-up was due to genetic factors that also influenced deficits at their initial assessment. Although our proband sample is now nearly twice as large, it is still relatively small; thus, to increase power, we subjected data from probands, co-twins and their nontwin siblings to a novel extension of DeFries-Fulker analysis (DeFries and Fulker, Behav Genet 15:467-473, 1985; DeFries and Fulker, Acta Genet Med Gemellol, 37, 205-216, 1988). In addition to providing estimates of univariate and bivariate heritability, this analysis facilitates a test of the difference between shared environmental influences for twins versus siblings. Longitudinal composite reading performance scores at 10.6 and 15.5 years of age, on average, were analyzed from 33 MZ and 64 DZ twin pairs in which at least one member of each pair had reading difficulties, and from 44 siblings of the probands. Scores were highly stable (.86 ± .03, across probands, co-twins and siblings) and heritability of the group deficit at initial assessment was .67 ± .22. Longitudinal bivariate heritability was .59 ± .21, suggesting that nearly 60% of the proband reading deficit at follow-up is due to genetic factors that influenced reading difficulties at the initial assessment. However, tests for special twin environmental influences were nonsignificant.
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86
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Docherty SJ, Kovas Y, Plomin R. Gene-environment interaction in the etiology of mathematical ability using SNP sets. Behav Genet 2011; 41:141-54. [PMID: 20978832 PMCID: PMC3029801 DOI: 10.1007/s10519-010-9405-6] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2010] [Accepted: 10/06/2010] [Indexed: 11/01/2022]
Abstract
Mathematics ability and disability is as heritable as other cognitive abilities and disabilities, however its genetic etiology has received relatively little attention. In our recent genome-wide association study of mathematical ability in 10-year-old children, 10 SNP associations were nominated from scans of pooled DNA and validated in an individually genotyped sample. In this paper, we use a 'SNP set' composite of these 10 SNPs to investigate gene-environment (GE) interaction, examining whether the association between the 10-SNP set and mathematical ability differs as a function of ten environmental measures in the home and school in a sample of 1888 children with complete data. We found two significant GE interactions for environmental measures in the home and the school both in the direction of the diathesis-stress type of GE interaction: The 10-SNP set was more strongly associated with mathematical ability in chaotic homes and when parents are negative.
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Affiliation(s)
- Sophia J Docherty
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College, London SE5 8AF, UK.
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87
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Understanding the complex etiologies of developmental disorders: behavioral and molecular genetic approaches. J Dev Behav Pediatr 2010; 31:533-44. [PMID: 20814254 PMCID: PMC2953861 DOI: 10.1097/dbp.0b013e3181ef42a1] [Citation(s) in RCA: 100] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Abstract
OBJECTIVE This article has 2 primary goals. First, a brief tutorial on behavioral and molecular genetic methods is provided for readers without extensive training in these areas. To illustrate the application of these approaches to developmental disorders, etiologically informative studies of reading disability (RD), math disability (MD), and attention-deficit hyperactivity disorder (ADHD) are then reviewed. Implications of the results for these specific disorders and for developmental disabilities as a whole are discussed, and novel directions for future research are highlighted. METHOD Previous family and twin studies of RD, MD, and ADHD are reviewed systematically, and the extensive molecular genetic literatures on each disorder are summarized. To illustrate 4 novel extensions of these etiologically informative approaches, new data are presented from the Colorado Learning Disabilities Research Center, an ongoing twin study of the etiology of RD, ADHD, MD, and related disorders. CONCLUSIONS RD, MD, and ADHD are familial and heritable, and co-occur more frequently than expected by chance. Molecular genetic studies suggest that all 3 disorders have complex etiologies, with multiple genetic and environmental risk factors each contributing to overall risk for each disorder. Neuropsychological analyses indicate that the 3 disorders are each associated with multiple neuropsychological weaknesses, and initial evidence suggests that comorbidity between the 3 disorders is due to common genetic risk factors that lead to slow processing speed.
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88
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Taylor J, Roehrig AD, Soden Hensler B, Connor CM, Schatschneider C. Teacher quality moderates the genetic effects on early reading. Science 2010; 328:512-4. [PMID: 20413504 DOI: 10.1126/science.1186149] [Citation(s) in RCA: 103] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Abstract
Children's reading achievement is influenced by genetics as well as by family and school environments. The importance of teacher quality as a specific school environmental influence on reading achievement is unknown. We studied first- and second-grade students in Florida from schools representing diverse environments. Comparison of monozygotic and dizygotic twins, differentiating genetic similarities of 100% and 50%, provided an estimate of genetic variance in reading achievement. Teacher quality was measured by how much reading gain the non-twin classmates achieved. The magnitude of genetic variance associated with twins' oral reading fluency increased as the quality of their teacher increased. In circumstances where the teachers are all excellent, the variability in student reading achievement may appear to be largely due to genetics. However, poor teaching impedes the ability of children to reach their potential.
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Affiliation(s)
- J Taylor
- Department of Psychology, Florida State University, Tallahassee, FL 32306-4301, USA.
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89
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Keltikangas-Järvinen L, Jokela M, Hintsanen M, Salo J, Hintsa T, Alatupa S, Lehtimäki T. Does genetic background moderate the association between parental education and school achievement? GENES BRAIN AND BEHAVIOR 2010; 9:318-24. [DOI: 10.1111/j.1601-183x.2009.00561.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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90
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Davydov DM, Stewart R, Ritchie K, Chaudieu I. Resilience and mental health. Clin Psychol Rev 2010; 30:479-95. [PMID: 20395025 DOI: 10.1016/j.cpr.2010.03.003] [Citation(s) in RCA: 514] [Impact Index Per Article: 36.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2009] [Revised: 03/09/2010] [Accepted: 03/17/2010] [Indexed: 01/01/2023]
Abstract
The relationship between disease and good health has received relatively little attention in mental health. Resilience can be viewed as a defence mechanism, which enables people to thrive in the face of adversity and improving resilience may be an important target for treatment and prophylaxis. Though resilience is a widely-used concept, studies vary substantially in their definition, and measurement. Above all, there is no common underlying theoretical construct to this very heterogeneous research which makes the evaluation and comparison of findings extremely difficult. Furthermore, the varying multi-disciplinary approaches preclude meta-analysis, so that clarification of research in this area must proceed firstly by conceptual unification. We attempt to collate and classify the available research around a multi-level biopsychosocial model, theoretically and semiotically comparable to that used in describing the complex chain of events related to host resistance in infectious disease. Using this underlying construct we attempt to reorganize current knowledge around a unitary concept in order to clarify and indicate potential intervention points for increasing resilience and positive mental health.
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91
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Differential genetic etiology of reading difficulties as a function of IQ: an update. Behav Genet 2010; 40:751-8. [PMID: 20333543 DOI: 10.1007/s10519-010-9349-x] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2009] [Accepted: 02/23/2010] [Indexed: 11/27/2022]
Abstract
In order to test the hypothesis that the genetic etiology of reading disability differs as a function of IQ, composite reading performance data from 308 pairs of identical (monozygotic, MZ) twins and 440 pairs of fraternal (dizygotic, DZ) twins (254 same-sex and 186 opposite-sex) in which at least one member of each pair was classified as reading-disabled were subjected to multiple regression analysis (DeFries and Fulker, Behav Genet 15:467-473, 1985; Acta Genet Med Gemellol 37:205-216, 1988). In the total sample, heritability of the group deficit in reading performance (h(g)(2)) was .61 (±.06). However, results of fitting an extended regression model to reading performance and IQ data suggested that the genetic etiology of reading disability differs as a linear function of IQ (p ≤ .04). When the basic regression model was fitted separately to data from twin pairs with Wechsler (Examiner's manual: Wechsler intelligence scale for children-revised, 1974; Examiner's manual: Wechsler adult intelligence scale-revised, 1981) Full Scale IQ scores in the upper and lower 25% of the sample, resulting estimates of h(g)(2) were .75 (±.12) and .50 (±.10), respectively (p ≤ .045). These results suggest that reading difficulties in children with a higher IQ are due substantially to genetic influences and may require intensive remediation efforts.
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92
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Affiliation(s)
- John D E Gabrieli
- Department of Brain and Cognitive Sciences and Harvard-Massachusetts Institute of Technology (MIT) Division of Health Sciences and Technology and McGovern Institute for Brain Research, MIT, 43 Vassar Street, Cambridge, MA 02139, USA.
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93
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Mazzocco MMM. An introduction to the special issue: pathways to mathematical learning difficulties and disabilities. ACTA ACUST UNITED AC 2009; 15:1-3. [PMID: 19213017 DOI: 10.1002/ddrr.52] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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94
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Abstract
The risks of most common health and developmental outcomes are contributed to by a combination of genetic and environmental factors. Understanding of ways in which genes influence such outcomes, and especially of how their interaction with environmental factors affects health and development should lead to the identification of causal pathways and thence appropriate intervention strategies.
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Affiliation(s)
- Jean Golding
- Centre for Adolescent and Child Health, Department of Community Based Medicine, University of Bristol, Bristol, UK.
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95
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Pennington BF, McGrath LM, Rosenberg J, Barnard H, Smith SD, Willcutt EG, Friend A, Defries JC, Olson RK. Gene X environment interactions in reading disability and attention-deficit/hyperactivity disorder. Dev Psychol 2009; 45:77-89. [PMID: 19209992 DOI: 10.1037/a0014549] [Citation(s) in RCA: 91] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
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 evidence for G x E interactions in RD and ADHD, the directions of which are opposite to each other: bioecological for RD and diathesis stress for ADHD. Given these results, the authors formulate and test predictions about G x E interactions that would be expected at the favorable end of each symptom dimension (e.g., above-average reading or attention). Consistent with their prediction, the authors found initial evidence for a resilience interaction for above-average reading: higher heritability in the presence of lower parental education. However, they did not find a G x E interaction at the favorable end of the ADHD symptom dimension. The authors conclude with implications for future research.
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96
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Friend A, DeFries JC, Olson RK, Pennington B, Harlaar N, Byrne B, Samuelsson S, Willcutt EG, Wadsworth SJ, Corley R, Keenan JM. Heritability of high reading ability and its interaction with parental education. Behav Genet 2009; 39:427-36. [PMID: 19296213 DOI: 10.1007/s10519-009-9263-2] [Citation(s) in RCA: 39] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2008] [Accepted: 03/05/2009] [Indexed: 11/25/2022]
Abstract
Moderation of the level of genetic influence on children's high reading ability by environmental influences associated with parental education was explored in two independent samples of identical and fraternal twins from the United States and Great Britain. For both samples, the heritability of high reading performance increased significantly with lower levels of parental education. Thus, resilience (high reading ability despite lower environmental support) is more strongly influenced by genotype than is high reading ability with higher environmental support. This result provides a coherent account when considered alongside results of previous research showing that heritability for low reading ability decreased with lower levels of parental education.
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Affiliation(s)
- Angela Friend
- Department of Psychology, University of Colorado At Boulder, Boulder, CO 80309, USA.
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