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Nandakumar R, Shi X, Gu H, Kim Y, Raskind WH, Peter B, Dinu V. Joint exome and metabolome analysis in individuals with dyslexia: Evidence for associated dysregulations of olfactory perception and autoimmune functions. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.06.27.600448. [PMID: 39005457 PMCID: PMC11244894 DOI: 10.1101/2024.06.27.600448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/16/2024]
Abstract
Dyslexia is a learning disability that negatively affects reading, writing, and spelling development at the word level in 5%-9% of children. The phenotype is variable and complex, involving several potential cognitive and physical concomitants such as sensory dysregulation and immunodeficiencies. The biological pathogenesis is not well-understood. Toward a better understanding of the biological drivers of dyslexia, we conducted the first joint exome and metabolome investigation in a pilot sample of 30 participants with dyslexia and 13 controls. In this analysis, eight metabolites of interest emerged (pyridoxine, kynurenic acid, citraconic acid, phosphocreatine, hippuric acid, xylitol, 2-deoxyuridine, and acetylcysteine). A metabolite-metabolite interaction analysis identified Krebs cycle intermediates that may be implicated in the development of dyslexia. Gene ontology analysis based on exome variants resulted in several pathways of interest, including the sensory perception of smell (olfactory) and immune system-related responses. In the joint exome and metabolite analysis, the olfactory transduction pathway emerged as the primary pathway of interest. Although the olfactory transduction and Krebs cycle pathways have not previously been described in dyslexia literature, these pathways have been implicated in other neurodevelopmental disorders including autism spectrum disorder and obsessive-compulsive disorder, suggesting the possibility of these pathways playing a role in dyslexia as well. Immune system response pathways, on the other hand, have been implicated in both dyslexia and other neurodevelopmental disorders.
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Mascheretti S, Arrigoni F, Toraldo A, Giubergia A, Andreola C, Villa M, Lampis V, Giorda R, Villa M, Peruzzo D. Alterations in neural activation in the ventral frontoparietal network during complex magnocellular stimuli in developmental dyslexia associated with READ1 deletion. BEHAVIORAL AND BRAIN FUNCTIONS : BBF 2024; 20:16. [PMID: 38926731 PMCID: PMC11210179 DOI: 10.1186/s12993-024-00241-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 06/11/2024] [Indexed: 06/28/2024]
Abstract
BACKGROUND An intronic deletion within intron 2 of the DCDC2 gene encompassing the entire READ1 (hereafter, READ1d) has been associated in both children with developmental dyslexia (DD) and typical readers (TRs), with interindividual variation in reading performance and motion perception as well as with structural and functional brain alterations. Visual motion perception -- specifically processed by the magnocellular (M) stream -- has been reported to be a solid and reliable endophenotype of DD. Hence, we predicted that READ1d should affect neural activations in brain regions sensitive to M stream demands as reading proficiency changes. METHODS We investigated neural activations during two M-eliciting fMRI visual tasks (full-field sinusoidal gratings controlled for spatial and temporal frequencies and luminance contrast, and sensitivity to motion coherence at 6%, 15% and 40% dot coherence levels) in four subject groups: children with DD with/without READ1d, and TRs with/without READ1d. RESULTS At the Bonferroni-corrected level of significance, reading skills showed a significant effect in the right polar frontal cortex during the full-field sinusoidal gratings-M task. Regardless of the presence/absence of the READ1d, subjects with poor reading proficiency showed hyperactivation in this region of interest (ROI) compared to subjects with better reading scores. Moreover, a significant interaction was found between READ1d and reading performance in the left frontal opercular area 4 during the 15% coherent motion sensitivity task. Among subjects with poor reading performance, neural activation in this ROI during this specific task was higher for subjects without READ1d than for READ1d carriers. The difference vanished as reading skills increased. CONCLUSIONS Our findings showed a READ1d-moderated genetic vulnerability to alterations in neural activation in the ventral attentive and salient networks during the processing of relevant stimuli in subjects with poor reading proficiency.
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Affiliation(s)
- Sara Mascheretti
- Department of Brain and Behavioral Sciences, University of Pavia, Piazza Botta, 6, Pavia (PV), 27100, PV, Italy.
- Child Psychopathology Unit, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy.
| | - Filippo Arrigoni
- Radiology and Neuroradiology Department, Children's Hospital V. Buzzi, Milan, Italy
| | - Alessio Toraldo
- Department of Brain and Behavioral Sciences, University of Pavia, Piazza Botta, 6, Pavia (PV), 27100, PV, Italy
- Milan Centre for Neuroscience (NeuroMI), Milan, Italy
| | - Alice Giubergia
- Neuroimaging Unit, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy
| | | | - Martina Villa
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
- The Connecticut Institute for Brain and Cognitive Sciences, University of Connecticut, Storrs, CT, USA
- Yale Child Study Center Language Sciences Consortium, New Haven, CT, USA
| | - Valentina Lampis
- Department of Brain and Behavioral Sciences, University of Pavia, Piazza Botta, 6, Pavia (PV), 27100, PV, Italy
- Child Psychopathology Unit, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy
| | - Roberto Giorda
- Molecular Biology Laboratory, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy
| | - Marco Villa
- Molecular Biology Laboratory, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy
| | - Denis Peruzzo
- Neuroimaging Unit, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy
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Saini SS, Kumar K, Anand A. Unveiling the Neurobiology of Specific Learning Disorders: Insights from Cognitive Neuroscience. Ann Neurosci 2023; 30:217-218. [PMID: 38020402 PMCID: PMC10662270 DOI: 10.1177/09727531231211052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2023] Open
Affiliation(s)
- Satvinder Singh Saini
- Department of Psychiatry, Postgraduate Institute of Medical Education and Research, Chandigarh, India
| | - Krishan Kumar
- Department of Psychiatry, Postgraduate Institute of Medical Education and Research, Chandigarh, India
| | - Akshay Anand
- Neuroscience Research Lab, Department of Neurology, PGIMER, Chandigarh, India
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Carrion J, Nandakumar R, Shi X, Gu H, Kim Y, Raskind WH, Peter B, Dinu V. A data-fusion approach to identifying developmental dyslexia from multi-omics datasets. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.02.27.530280. [PMID: 36909570 PMCID: PMC10002702 DOI: 10.1101/2023.02.27.530280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
Abstract
This exploratory study tested and validated the use of data fusion and machine learning techniques to probe high-throughput omics and clinical data with a goal of exploring the etiology of developmental dyslexia. Developmental dyslexia is the leading learning disability in school aged children affecting roughly 5-10% of the US population. The complex biological and neurological phenotype of this life altering disability complicates its diagnosis. Phenome, exome, and metabolome data was collected allowing us to fully explore this system from a behavioral, cellular, and molecular point of view. This study provides a proof of concept showing that data fusion and ensemble learning techniques can outperform traditional machine learning techniques when provided small and complex multi-omics and clinical datasets. Heterogenous stacking classifiers consisting of single-omic experts/models achieved an accuracy of 86%, F1 score of 0.89, and AUC value of 0.83. Ensemble methods also provided a ranked list of important features that suggests exome single nucleotide polymorphisms found in the thalamus and cerebellum could be potential biomarkers for developmental dyslexia and heavily influenced the classification of DD within our machine learning models.
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Affiliation(s)
- Jackson Carrion
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Rohit Nandakumar
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Xiaojian Shi
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
- Cellular and Molecular Physiology Department, Yale School of Medicine, New Haven, CT 06510
| | - Haiwei Gu
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
- Center for Translational Science, Florida International University, Port St. Lucie, FL 34987
| | - Yookyung Kim
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Wendy H Raskind
- Department of Medicine/Medical Genetics, University of Washington, Seattle, WA 98105
| | - Beate Peter
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
| | - Valentin Dinu
- College of Health Solutions, Arizona State University, Phoenix, AZ 85004
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Kuester-Gruber S, Faisst T, Schick V, Righetti G, Braun C, Cordey-Henke A, Klosinski M, Sun CC, Trauzettel-Klosinski S. Is learning a logographic script easier than reading an alphabetic script for German children with dyslexia? PLoS One 2023; 18:e0282200. [PMID: 36827407 PMCID: PMC9956901 DOI: 10.1371/journal.pone.0282200] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 01/30/2023] [Indexed: 02/26/2023] Open
Abstract
PURPOSE Developmental dyslexia in alphabetic languages (DD) is characterized by a phonological deficit. Since logographic scripts rely predominantly on visual and morphological processing, reading performance in DD can be assumed to be less impaired when reading logographic scripts. METHODS 40 German-speaking children (18 with DD, 22 not reading-impaired-group C; 9-11 years) received Chinese lessons. Eye movements (EM) were recorded during naming single alphabetic words, pictures (confrontational) and Chinese characters to be named in German and Chinese. The main outcome variables were: Articulation latency, numbers and durations of fixations. Quality of life (QoL) was assessed by questionnaires. RESULTS While reading alphabetic words, articulation latencies and numbers of fixations were significantly higher for group DD than for group C (AL-DD = 1.13, AL-C = 0.84, p< .001; FN-DD = 3.50; FN-C = 2.00, p< .001). For naming pictures and Chinese characters in German and in Chinese, no significant group differences were found for any of the EM variables. The percentage of correct answers was high for German naming (DD = 86.67%, C = 95.24%; p = .015) and lower for Chinese naming in both groups, but significantly lower in group DD, especially for Chinese naming (DD = 56.67%, C: 83.77%; p = .003). QoL differed between groups from the children's perspective only at posttest. Parents of group DD perceived their children`s QoL to be lower compared with parents of group C at pre- and posttest. CONCLUSIONS Children with dyslexia performed as well as group C during naming Chinese characters in German and in Chinese regarding their EM variables, presumably because they processed Chinese characters by the visuo-spatial pathway with direct access to the semantic system. However, the significantly lower percentage of correct answers especially during Chinese naming showed that group DD had more difficulties naming Chinese characters than group C, which could be attributed to their phonological deficit, among other factors. TRIAL REGISTRATION German clinical trials register (DRKS00015697).
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Affiliation(s)
- Stephan Kuester-Gruber
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Theda Faisst
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Vera Schick
- China Center Tuebingen, Erich Paulun Institute, University of Tuebingen, Tuebingen, Germany
| | | | - Christoph Braun
- MEG-Center, University of Tuebingen, Tuebingen, Germany
- Hertie Institute for Clinical Brain Research, University of Tuebingen, Tuebingen, Germany
- DiPSCO, Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
- Center for Mind/Brain Sciences, University of Trento, Rovereto, Italy
| | - Angelika Cordey-Henke
- Vision Rehabilitation Research Unit, Center for Ophthalmology, University of Tuebingen, Tuebingen, Germany
| | - Matthias Klosinski
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital Munich, LMU Munich, Muenchen, Germany
| | - Ching-Chu Sun
- Department of General Linguistics, University of Tuebingen, Tuebingen, Germany
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Pellegrino M, Ben-Soussan TD, Paoletti P. A Scoping Review on Movement, Neurobiology and Functional Deficits in Dyslexia: Suggestions for a Three-Fold Integrated Perspective. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3315. [PMID: 36834011 PMCID: PMC9966639 DOI: 10.3390/ijerph20043315] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 02/08/2023] [Accepted: 02/12/2023] [Indexed: 06/18/2023]
Abstract
Developmental dyslexia is a common complex neurodevelopmental disorder. Many theories and models tried to explain its symptomatology and find ways to improve poor reading abilities. The aim of this scoping review is to summarize current findings and several approaches and theories, focusing on the interconnectedness between motion, emotion and cognition and their connection to dyslexia. Consequently, we present first a brief overview of the main theories and models regarding dyslexia and its proposed neural correlates, with a particular focus on cerebellar regions and their involvement in this disorder. After examining different types of intervention programs and remedial training, we highlight the effects of a specific structured sensorimotor intervention named Quadrato Motor Training (QMT). QMT utilizes several cognitive and motor functions known to be relevant in developmental dyslexia. We introduce its potential beneficial effects on reading skills, including working memory, coordination and attention. We sum its effects ranging from behavioral to functional, structural and neuroplastic, especially in relation to dyslexia. We report several recent studies that employed this training technique with dyslexic participants, discussing the specific features that distinguish it from other training within the specific framework of the Sphere Model of Consciousness. Finally, we advocate for a new perspective on developmental dyslexia integrating motion, emotion and cognition to fully encompass this complex disorder.
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Affiliation(s)
- Michele Pellegrino
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
| | - Tal Dotan Ben-Soussan
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
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7
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Kalashnikova TP, Satyukova MO, Anisimov GV, Karakulova YV. [Genetic background of dyslexia and dysgraphy in children]. Zh Nevrol Psikhiatr Im S S Korsakova 2023; 123:48-52. [PMID: 37315241 DOI: 10.17116/jnevro202312305148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
The review is devoted to one of the current problems of pediatric neurology - reading and writing disorders in children as part of a partial developmental disorder. With the development of neuroscience, the paradigm of «brain damage» in the understanding of a number of pathological conditions was replaced by the concept of «evolutionary neurology». The dominance of the ontogenetic approach caused the appearance of a new section in ICD-11 - «Neurodevelopmental disorders». Twenty-one genes associated with the acquisition of reading and writing skills have been identified. Modern studies demonstrate the connection of neuropsychological prerequisites for reading and writing, and clinical phenotypes of dyslexia with changes in specific loci. It is assumed that there are different molecular genetic bases for dyslexia and dysgraphia depending on ethnicity, orthographic features of language, including logographic features. Pleiotropy of genes is a cause of comorbidity of reading and writing disorders with attention deficit and hyperactivity disorder, specific speech articulation disorders, and dyscalculia. A key function of many of the identified genes is their involvement in the processes of neurogenesis. Their dysfunctions cause atypical neuronal migration, ectopic formation, inadequate axonal growth, and dendrite branching at the early stage of brain development. Morphological changes can distort the correct distribution and/or integration of linguistic stimuli in critical brain areas, leading to abnormalities in phonology, semantics, spelling, and general reading comprehension. The knowledge gained can form the basis for the development of risk models for dysgraphia and dyslexia formation and be used as a diagnostic and/or screening tool, which is important for evidence-based correction, optimization of academic performance, and mitigation of psychosocial consequences.
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Affiliation(s)
| | | | - G V Anisimov
- First Medico-Pedagogical Center «Lingua Bona», Perm, Russia
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8
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Abstract
Zusammenfassung. Etwa jedes dritte Kind in Deutschland leidet im Laufe der Grundschule unter besonderen Lernschwierigkeiten beim Erwerb von Lesen, Rechtschreiben und Rechnen. Mindestens jedes achte Grundschulkind erfüllt sogar die Kriterien der Weltgesundheitsorganisation für die Vergabe der Diagnose „Lernstörung“. In diesem Beitrag wird erläutert, was unter Lernstörungen im Einzelnen zu verstehen ist und was über die biogenetischen und sozialen (einschließlich didaktischen) Risiken für das Entstehen von Lernstörungen bekannt ist. Außerdem wird auf den Forschungsstand zu der Frage eingegangen, welche eingeschränkten kognitiven Funktionen mit einem hohen individuellen Risiko für das Entstehen einer Lernstörung einhergehen. Es folgt ein Überblick über den Forschungsstand zu (vorschulischen) Präventionsansätzen, die sich als wirksam zur Vermeidung von Lernstörungen erwiesen haben, und zur Frage, welche Interventionsansätze bei Auftreten besonderer Lernschwierigkeiten beim Erwerb von Schriftsprache und Mathematik in der Schule am ehesten geeignet sind, diese zu überwinden. Darauf aufbauend werden abschließend Vorschläge zu einer sequentiellen Strategie für die weitgehende Vermeidung von Lernstörungen und ihren negativen Langzeitfolgen unterbreitet und die Potenziale digitaler diagnosebasierter Förderprogramme diskutiert.
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Affiliation(s)
- Marcus Hasselhorn
- DIPF
- Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main, Deutschland
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9
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Erbeli F, Rice M, Paracchini S. Insights into Dyslexia Genetics Research from the Last Two Decades. Brain Sci 2021; 12:27. [PMID: 35053771 PMCID: PMC8773624 DOI: 10.3390/brainsci12010027] [Citation(s) in RCA: 23] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 12/21/2021] [Accepted: 12/23/2021] [Indexed: 12/14/2022] Open
Abstract
Dyslexia, a specific reading disability, is a common (up to 10% of children) and highly heritable (~70%) neurodevelopmental disorder. Behavioral and molecular genetic approaches are aimed towards dissecting its significant genetic component. In the proposed review, we will summarize advances in twin and molecular genetic research from the past 20 years. First, we will briefly outline the clinical and educational presentation and epidemiology of dyslexia. Next, we will summarize results from twin studies, followed by molecular genetic research (e.g., genome-wide association studies (GWASs)). In particular, we will highlight converging key insights from genetic research. (1) Dyslexia is a highly polygenic neurodevelopmental disorder with a complex genetic architecture. (2) Dyslexia categories share a large proportion of genetics with continuously distributed measures of reading skills, with shared genetic risks also seen across development. (3) Dyslexia genetic risks are shared with those implicated in many other neurodevelopmental disorders (e.g., developmental language disorder and dyscalculia). Finally, we will discuss the implications and future directions. As the diversity of genetic studies continues to increase through international collaborate efforts, we will highlight the challenges in advances of genetics discoveries in this field.
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Affiliation(s)
- Florina Erbeli
- Department of Educational Psychology, Texas A&M University, College Station, TX 77843, USA;
| | - Marianne Rice
- Department of Educational Psychology, Texas A&M University, College Station, TX 77843, USA;
| | - Silvia Paracchini
- School of Medicine, University of St Andrews, St Andrews KY16 9AJ, UK;
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Animal models of developmental dyslexia: Where we are and what we are missing. Neurosci Biobehav Rev 2021; 131:1180-1197. [PMID: 34699847 DOI: 10.1016/j.neubiorev.2021.10.022] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Revised: 10/20/2021] [Accepted: 10/22/2021] [Indexed: 12/21/2022]
Abstract
Developmental dyslexia (DD) is a complex neurodevelopmental disorder and the most common learning disability among both school-aged children and across languages. Recently, sensory and cognitive mechanisms have been reported to be potential endophenotypes (EPs) for DD, and nine DD-candidate genes have been identified. Animal models have been used to investigate the etiopathological pathways that underlie the development of complex traits, as they enable the effects of genetic and/or environmental manipulations to be evaluated. Animal research designs have also been linked to cutting-edge clinical research questions by capitalizing on the use of EPs. For the present scoping review, we reviewed previous studies of murine models investigating the effects of DD-candidate genes. Moreover, we highlighted the use of animal models as an innovative way to unravel new insights behind the pathophysiology of reading (dis)ability and to assess cutting-edge preclinical models.
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11
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Berger JJ, Harris IM, Whittingham KM, Terpening Z, Watson JDG. Sharing the load: How a personally coloured calculator for grapheme-colour synaesthetes can reduce processing costs. PLoS One 2021; 16:e0257713. [PMID: 34551015 PMCID: PMC8457480 DOI: 10.1371/journal.pone.0257713] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2020] [Accepted: 09/08/2021] [Indexed: 11/18/2022] Open
Abstract
Synaesthesia refers to a diverse group of perceptions. These unusual perceptions are defined by the experience of concurrents; these are conscious experiences that are catalysed by attention to some normally unrelated stimulus, the inducer. In grapheme-colour synaesthesia numbers, letters, and words can all cause colour concurrents, and these are independent of the actual colour with which the graphemes are displayed. For example, when seeing the numeral '3' a person with synaesthesia might experience green as the concurrent irrespective of whether the numeral is printed in blue, black, or red. As a trait, synaesthesia has the potential to cause both positive and negative effects. However, regardless of the end effect, synaesthesia incurs an initial cost when compared with its equivalent example from normal perception; this is the additional processing cost needed to generate the information on the concurrent. We contend that this cost can be reduced by mirroring the concurrent in the environment. We designed the Digital-Colour Calculator (DCC) app, allowing each user to personalise and select the colours with which it displays its digits; it is the first reported example of a device/approach that leverages the concurrent. In this article we report on the reactions to the DCC for a sample of fifty-three synaesthetes and thirty-five non-synaesthetes. The synaesthetes showed a strong preference for the DCC over its normal counterpart. The non-synaesthetes showed no obvious preference. When using the DCC a subsample of the synaesthete group showed consistent improvement in task speed (around 8%) whereas no synaesthete showed a decrement in their speed.
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Affiliation(s)
- Joshua J. Berger
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia
| | - Irina M. Harris
- School of Psychology, Faculty of Science, The University of Sydney, Sydney, NSW, Australia
| | | | - Zoe Terpening
- School of Psychology, Faculty of Science, The University of Sydney, Sydney, NSW, Australia
- Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia
| | - John D. G. Watson
- Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia
- Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia
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12
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Borghesani V, Wang C, Watson C, Bouhali F, Caverzasi E, Battistella G, Bogley R, Yabut NA, Deleon J, Miller ZA, Hoeft F, Mandelli ML, Gorno-Tempini ML. Functional and morphological correlates of developmental dyslexia: A multimodal investigation of the ventral occipitotemporal cortex. J Neuroimaging 2021; 31:962-972. [PMID: 34115429 PMCID: PMC10832296 DOI: 10.1111/jon.12892] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Revised: 05/03/2021] [Accepted: 05/21/2021] [Indexed: 12/26/2022] Open
Abstract
BACKGROUND AND PURPOSE The ventral occipitotemporal cortex (vOT) is a region crucial for reading acquisition through selective tuning to printed words. Developmental dyslexia is a disorder of reading with underlying neurobiological bases often associated with atypical neural responses to printed words. Previous studies have discovered anomalous structural development and function of the vOT in individuals with dyslexia. However, it remains unclear if or how structural abnormalities relate to functional alterations. METHODS In this study, we acquired structural, functional (words and faces processing), and diffusion MRI data from 26 children with dyslexia (average age = 10.4 ± 2.0 years) and 14 age-matched typically developing readers (average age = 10.4 ± 1.6 years). Morphological indices of local gyrification, neurite density (i.e., dendritic arborization structure), and orientation dispersion (i.e., dendritic arborization orientation) were analyzed within the vOT region that showed preferential activation in typically developing readers for words (as compared to face stimuli). RESULTS The two cohorts diverged significantly in both functional and structural measures. Compared to typically developing controls, children with dyslexia did not show selectivity for words in the left vOT (contrast: words > false fonts). This lack of tuning to printed words was associated with greater neurite dispersion heterogeneity in the dyslexia cohort, but similar neurite density. These group differences were not present in the homologous contralateral area, the right vOT. CONCLUSIONS Our findings provide new insight into the neurobiology of the lack of vOT word tuning in dyslexia by linking behavior, alterations in functional activation, and neurite organization.
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Affiliation(s)
- Valentina Borghesani
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
| | - Cheng Wang
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Christa Watson
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Florence Bouhali
- Department of Psychiatry and Behavioral Science, University of California, San Francisco, San Francisco, California, USA
- Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, California, USA
| | - Eduardo Caverzasi
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Giovanni Battistella
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Rian Bogley
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Nicole A Yabut
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Jessica Deleon
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Zachary A Miller
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Fumiko Hoeft
- Department of Psychiatry and Behavioral Science, University of California, San Francisco, San Francisco, California, USA
- Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, California, USA
- Department of Psychological Sciences, University of Connecticut, Mansfield, Connecticut, USA
- Brain Imaging Research Center, University of Connecticut, Mansfield, Connecticut, USA
| | - Maria Luisa Mandelli
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
| | - Maria Luisa Gorno-Tempini
- Department of Neurology, University of California, San Francisco, San Francisco, California, USA
- Dyslexia Center, University of California, San Francisco, San Francisco, California, USA
- Department of Psychiatry and Behavioral Science, University of California, San Francisco, San Francisco, California, USA
- Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, California, USA
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13
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Gialluisi A, Andlauer TFM, Mirza-Schreiber N, Moll K, Becker J, Hoffmann P, Ludwig KU, Czamara D, Pourcain BS, Honbolygó F, Tóth D, Csépe V, Huguet G, Chaix Y, Iannuzzi S, Demonet JF, Morris AP, Hulslander J, Willcutt EG, DeFries JC, Olson RK, Smith SD, Pennington BF, Vaessen A, Maurer U, Lyytinen H, Peyrard-Janvid M, Leppänen PHT, Brandeis D, Bonte M, Stein JF, Talcott JB, Fauchereau F, Wilcke A, Kirsten H, Müller B, Francks C, Bourgeron T, Monaco AP, Ramus F, Landerl K, Kere J, Scerri TS, Paracchini S, Fisher SE, Schumacher J, Nöthen MM, Müller-Myhsok B, Schulte-Körne G. Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia. Mol Psychiatry 2021; 26:3004-3017. [PMID: 33057169 PMCID: PMC8505236 DOI: 10.1038/s41380-020-00898-x] [Citation(s) in RCA: 41] [Impact Index Per Article: 13.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/29/2019] [Revised: 07/26/2020] [Accepted: 09/18/2020] [Indexed: 02/06/2023]
Abstract
Developmental dyslexia (DD) is a learning disorder affecting the ability to read, with a heritability of 40-60%. A notable part of this heritability remains unexplained, and large genetic studies are warranted to identify new susceptibility genes and clarify the genetic bases of dyslexia. We carried out a genome-wide association study (GWAS) on 2274 dyslexia cases and 6272 controls, testing associations at the single variant, gene, and pathway level, and estimating heritability using single-nucleotide polymorphism (SNP) data. We also calculated polygenic scores (PGSs) based on large-scale GWAS data for different neuropsychiatric disorders and cortical brain measures, educational attainment, and fluid intelligence, testing them for association with dyslexia status in our sample. We observed statistically significant (p < 2.8 × 10-6) enrichment of associations at the gene level, for LOC388780 (20p13; uncharacterized gene), and for VEPH1 (3q25), a gene implicated in brain development. We estimated an SNP-based heritability of 20-25% for DD, and observed significant associations of dyslexia risk with PGSs for attention deficit hyperactivity disorder (at pT = 0.05 in the training GWAS: OR = 1.23[1.16; 1.30] per standard deviation increase; p = 8 × 10-13), bipolar disorder (1.53[1.44; 1.63]; p = 1 × 10-43), schizophrenia (1.36[1.28; 1.45]; p = 4 × 10-22), psychiatric cross-disorder susceptibility (1.23[1.16; 1.30]; p = 3 × 10-12), cortical thickness of the transverse temporal gyrus (0.90[0.86; 0.96]; p = 5 × 10-4), educational attainment (0.86[0.82; 0.91]; p = 2 × 10-7), and intelligence (0.72[0.68; 0.76]; p = 9 × 10-29). This study suggests an important contribution of common genetic variants to dyslexia risk, and novel genomic overlaps with psychiatric conditions like bipolar disorder, schizophrenia, and cross-disorder susceptibility. Moreover, it revealed the presence of shared genetic foundations with a neural correlate previously implicated in dyslexia by neuroimaging evidence.
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Affiliation(s)
- Alessandro Gialluisi
- Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany
- Munich Cluster for Systems Neurology (SyNergy), Munich, Germany
- Department of Epidemiology and Prevention, IRCCS Istituto Neurologico Mediterraneo Neuromed, Pozzilli, Italy
| | - Till F M Andlauer
- Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany
- Munich Cluster for Systems Neurology (SyNergy), Munich, Germany
- Department of Neurology, Klinikum rechts der Isar, School of Medicine, Technical University of Munich, Munich, Germany
| | - Nazanin Mirza-Schreiber
- Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany
- Institute of Neurogenomics, Helmholtz Zentrum München, Neuherberg, Germany
| | - Kristina Moll
- Department of Child and Adolescent Psychiatry, Psychosomatic, and Psychotherapy, Ludwig-Maximilians University, Munich, Germany
| | - Jessica Becker
- Department of Genomics, Life and Brain Center, Institute of Human Genetics, University of Bonn, Bonn, Germany
| | - Per Hoffmann
- Department of Genomics, Life and Brain Center, Institute of Human Genetics, University of Bonn, Bonn, Germany
| | - Kerstin U Ludwig
- Department of Genomics, Life and Brain Center, Institute of Human Genetics, University of Bonn, Bonn, Germany
| | - Darina Czamara
- Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany
| | - Beate St Pourcain
- Language and Genetics Department, Max Planck Institute for Psycholinguistics and Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
- MRC Integrative Epidemiology Unit, University of Bristol, Bristol, UK
| | - Ferenc Honbolygó
- Brain Imaging Centre, Research Centre of Natural Sciences of the Hungarian Academy of Sciences, Budapest, Hungary
| | - Dénes Tóth
- Brain Imaging Centre, Research Centre of Natural Sciences of the Hungarian Academy of Sciences, Budapest, Hungary
| | - Valéria Csépe
- Brain Imaging Centre, Research Centre of Natural Sciences of the Hungarian Academy of Sciences, Budapest, Hungary
| | - Guillaume Huguet
- Human Genetics and Cognitive Functions Unit, Institut Pasteur and University Paris Diderot, Sorbonne Paris Cité, Paris, France
| | - Yves Chaix
- ToNIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
- Children's Hospital, Purpan University Hospital, Toulouse, France
| | | | - Jean-Francois Demonet
- Leenaards Memory Centre, Department of Clinical Neurosciences Lausanne University Hospital (CHUV), University of Lausanne, Lausanne, Switzerland
| | - Andrew P Morris
- Department of Biostatistics, University of Liverpool, Liverpool, UK
- Centre for Genetics and Genomics Versus Arthritis, Centre for Musculoskeletal Research, University of Manchester, Manchester, UK
- Wellcome Centre for Human Genetics, University of Oxford, Oxford, UK
| | - Jacqueline Hulslander
- Institute for Behavioral Genetics and Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - Erik G Willcutt
- Institute for Behavioral Genetics and Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - John C DeFries
- Institute for Behavioral Genetics and Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - Richard K Olson
- Institute for Behavioral Genetics and Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - Shelley D Smith
- Department of Neurological Sciences, University of Nebraska Medical Center, Omaha, NE, USA
| | - Bruce F Pennington
- Developmental Neuropsychology Lab and Clinic, Department of Psychology, University of Denver, Denver, CO, USA
| | - Anniek Vaessen
- Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience and Maastricht Brain Imaging Center (M-BIC), Maastricht University, Maastricht, The Netherlands
| | - Urs Maurer
- Department of Psychology, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong
| | - Heikki Lyytinen
- Centre for Research on Learning and Teaching, Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | | | - Paavo H T Leppänen
- Centre for Research on Learning and Teaching, Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Daniel Brandeis
- Department of Child and Adolescent Psychiatry and Psychotherapy, Psychiatric Hospital, University of Zurich, Zurich, Switzerland
- Zurich Center for Integrative Human Physiology (ZIHP), University of Zurich and ETH Zurich, Zurich, Switzerland
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany
| | - Milene Bonte
- Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience and Maastricht Brain Imaging Center (M-BIC), Maastricht University, Maastricht, The Netherlands
| | - John F Stein
- Department of Physiology, University of Oxford, Oxford, UK
| | - Joel B Talcott
- School of Life and Health Sciences, Aston University, Birmingham, UK
| | - Fabien Fauchereau
- Human Genetics and Cognitive Functions Unit, Institut Pasteur and University Paris Diderot, Sorbonne Paris Cité, Paris, France
| | - Arndt Wilcke
- Cognitive Genetics Unit, Fraunhofer Institute for Cell Therapy and Immunology, Leipzig, Germany
| | - Holger Kirsten
- Cognitive Genetics Unit, Fraunhofer Institute for Cell Therapy and Immunology, Leipzig, Germany
- Institute for Medical Informatics, Statistics and Epidemiology and LIFE-Leipzig Research Center for Civilization Diseases, University of Leipzig, Leipzig, Germany
| | - Bent Müller
- Cognitive Genetics Unit, Fraunhofer Institute for Cell Therapy and Immunology, Leipzig, Germany
| | - Clyde Francks
- Language and Genetics Department, Max Planck Institute for Psycholinguistics and Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Thomas Bourgeron
- Human Genetics and Cognitive Functions Unit, Institut Pasteur and University Paris Diderot, Sorbonne Paris Cité, Paris, France
| | - Anthony P Monaco
- Wellcome Centre for Human Genetics, University of Oxford, Oxford, UK
- Tufts University, Medford, MA, USA
| | - Franck Ramus
- Laboratoire de Sciences Cognitives et Psycholinguistique, Ecole Normale Supérieure, CNRS, EHESS, PSL University, Paris, France
| | - Karin Landerl
- Institute of Psychology, University of Graz and BioTechMed, Graz, Austria
| | - Juha Kere
- Department of Biosciences and Nutrition, Karolinska Institutet, Huddinge, Sweden
- Stem Cells and Metabolism Research Program, Biomedicum, Folkhälsan Institute of Genetics, University of Helsinki, Helsinki, Finland
| | - Thomas S Scerri
- Wellcome Centre for Human Genetics, University of Oxford, Oxford, UK
- The Walter and Eliza Hall Institute of Medical Research, Melbourne University, Melbourne, VIC, Australia
| | | | - Simon E Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics and Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Johannes Schumacher
- Department of Genomics, Life and Brain Center, Institute of Human Genetics, University of Bonn, Bonn, Germany
| | - Markus M Nöthen
- Department of Genomics, Life and Brain Center, Institute of Human Genetics, University of Bonn, Bonn, Germany
| | - Bertram Müller-Myhsok
- Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany.
- Munich Cluster for Systems Neurology (SyNergy), Munich, Germany.
- Institute of Translational Medicine, University of Liverpool, Liverpool, UK.
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychosomatic, and Psychotherapy, Ludwig-Maximilians University, Munich, Germany.
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The Polygenic Nature and Complex Genetic Architecture of Specific Learning Disorder. Brain Sci 2021; 11:brainsci11050631. [PMID: 34068951 PMCID: PMC8156942 DOI: 10.3390/brainsci11050631] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Revised: 05/11/2021] [Accepted: 05/12/2021] [Indexed: 12/16/2022] Open
Abstract
Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression and/or mathematics. Dyslexia is characterized by difficulties with speed and accuracy of word reading, deficient decoding abilities, and poor spelling. Several studies from different, but complementary, scientific disciplines have investigated possible causal/risk factors for SLD. Biological, neurological, hereditary, cognitive, linguistic-phonological, developmental and environmental factors have been incriminated. Despite worldwide agreement that SLD is highly heritable, its exact biological basis remains elusive. We herein present: (a) an update of studies that have shaped our current knowledge on the disorder’s genetic architecture; (b) a discussion on whether this genetic architecture is ‘unique’ to SLD or, alternatively, whether there is an underlying common genetic background with other neurodevelopmental disorders; and, (c) a brief discussion on whether we are at a position of generating meaningful correlations between genetic findings and anatomical data from neuroimaging studies or specific molecular/cellular pathways. We conclude with open research questions that could drive future research directions.
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Mascheretti S, Perdue MV, Feng B, Andreola C, Dionne G, Jasińska KK, Pugh KR, Grigorenko EL, Landi N. From BDNF to reading: Neural activation and phonological processing as multiple mediators. Behav Brain Res 2020; 396:112859. [PMID: 32810467 DOI: 10.1016/j.bbr.2020.112859] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Revised: 08/05/2020] [Accepted: 08/07/2020] [Indexed: 02/06/2023]
Abstract
The BDNF gene is a prominent promoter of neuronal development, maturation and plasticity. Its Val66Met polymorphism affects brain morphology and function within several areas and is associated with several cognitive functions and neurodevelopmental disorder susceptibility. Recently, it has been associated with reading, reading-related traits and altered neural activation in reading-related brain regions. However, it remains unknown if the intermediate phenotypes (IPs, such as brain activation and phonological skills) mediate the pathway from gene to reading or reading disability. By conducting a serial multiple mediation model in a sample of 94 children (age 5-13), our findings revealed no direct effects of genotype on reading. Instead, we found that genotype is associated with brain activation in reading-related and more domain general regions which in turn is associated with phonological processing which is associated with reading. These findings suggest that the BDNF-Val66Met polymorphism is related to reading via phonological processing and functional activation. These results support brain imaging data and neurocognitive traits as viable IPs for complex behaviors.
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Affiliation(s)
- Sara Mascheretti
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, LC, Italy
| | - Meaghan V Perdue
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA; Haskins Laboratories, New Haven, CT, USA
| | - Bei Feng
- School of Psychology, Université Laval, Québec, Canada
| | - Chiara Andreola
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, LC, Italy; Université de Paris, Laboratoire de Psychologie de Développement et de l'Éducation de l'Enfant (LaPsyDÉ), Paris, France
| | | | - Kaja K Jasińska
- Haskins Laboratories, New Haven, CT, USA; Applied Psychology and Human Development, University of Toronto, Toronto, Canada
| | - Kenneth R Pugh
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA; Haskins Laboratories, New Haven, CT, USA
| | - Elena L Grigorenko
- Haskins Laboratories, New Haven, CT, USA; Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, USA; Department of Molecular and Human Genetics, Baylor College of Medicine, Houston, TX, USA; St. Petersburg State University, Russia
| | - Nicole Landi
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA; Haskins Laboratories, New Haven, CT, USA.
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16
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Nishiyama KV, Satta Y, Gojobori J. Do Genes Associated with Dyslexia of Chinese Characters Evolve Neutrally? Genes (Basel) 2020; 11:genes11060658. [PMID: 32560373 PMCID: PMC7349701 DOI: 10.3390/genes11060658] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2020] [Revised: 06/13/2020] [Accepted: 06/13/2020] [Indexed: 12/29/2022] Open
Abstract
Dyslexia, or reading disability, is found to have a genetic basis, and several related genes have been reported. We investigated whether natural selection has acted on single nucleotide polymorphisms (SNPs) that were reported to be associated with risk/non-risk for the reading disability of Chinese characters. We applied recently developed 2D SFS-based statistics to SNP data of East Asian populations to examine whether there is any sign of selective sweep. While neutrality was not rejected for most SNPs, significant signs of selection were detected for two linkage disequilibrium (LD) regions containing the reported SNPs of GNPTAB and DCDC2. Furthermore, we searched for a selection target site among the SNPs in these LD regions, because a causal site is not necessarily a reported SNP but could instead be a tightly linked site. In both LD regions, we found candidate target sites, which may have an effect on expression regulation and have been selected, although which genes these SNPs affect remains unknown. Because most people were not engaged in reading until recently, it is unlikely that there has been selective pressure on reading ability itself. Consistent with this, our results suggest a possibility of genetic hitchhiking, whereby alleles of the reported SNPs may have increased in frequency together with the selected target, which could have functions for other genes and traits apart from reading ability.
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17
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Price KM, Wigg KG, Feng Y, Blokland K, Wilkinson M, He G, Kerr EN, Carter TC, Guger SL, Lovett MW, Strug LJ, Barr CL. Genome-wide association study of word reading: Overlap with risk genes for neurodevelopmental disorders. GENES BRAIN AND BEHAVIOR 2020; 19:e12648. [PMID: 32108986 DOI: 10.1111/gbb.12648] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2019] [Revised: 01/28/2020] [Accepted: 02/24/2020] [Indexed: 12/12/2022]
Abstract
Reading disabilities (RD) are the most common neurocognitive disorder, affecting 5% to 17% of children in North America. These children often have comorbid neurodevelopmental/psychiatric disorders, such as attention deficit/hyperactivity disorder (ADHD). The genetics of RD and their overlap with other disorders is incompletely understood. To contribute to this, we performed a genome-wide association study (GWAS) for word reading. Then, using summary statistics from neurodevelopmental/psychiatric disorders, we computed polygenic risk scores (PRS) and used them to predict reading ability in our samples. This enabled us to test the shared aetiology between RD and other disorders. The GWAS consisted of 5.3 million single nucleotide polymorphisms (SNPs) and two samples; a family-based sample recruited for reading difficulties in Toronto (n = 624) and a population-based sample recruited in Philadelphia [Philadelphia Neurodevelopmental Cohort (PNC)] (n = 4430). The Toronto sample SNP-based analysis identified suggestive SNPs (P ~ 5 × 10-7 ) in the ARHGAP23 gene, which is implicated in neuronal migration/axon pathfinding. The PNC gene-based analysis identified significant associations (P < 2.72 × 10-6 ) for LINC00935 and CCNT1, located in the region of the KANSL2/CCNT1/LINC00935/SNORA2B/SNORA34/MIR4701/ADCY6 genes on chromosome 12q, with near significant SNP-based analysis. PRS identified significant overlap between word reading and intelligence (R2 = 0.18, P = 7.25 × 10-181 ), word reading and educational attainment (R2 = 0.07, P = 4.91 × 10-48 ) and word reading and ADHD (R2 = 0.02, P = 8.70 × 10-6 ; threshold for significance = 7.14 × 10-3 ). Overlap was also found between RD and autism spectrum disorder (ASD) as top-ranked genes were previously implicated in autism by rare and copy number variant analyses. These findings support shared risk between word reading, cognitive measures, educational outcomes and neurodevelopmental disorders, including ASD.
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Affiliation(s)
- Kaitlyn M Price
- Genetics and Development Division, Krembil Research Institute, University Health Network, Toronto, Ontario, Canada.,Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, Ontario, Canada.,Department of Physiology, University of Toronto, Toronto, Ontario, Canada
| | - Karen G Wigg
- Genetics and Development Division, Krembil Research Institute, University Health Network, Toronto, Ontario, Canada
| | - Yu Feng
- Genetics and Development Division, Krembil Research Institute, University Health Network, Toronto, Ontario, Canada
| | - Kirsten Blokland
- Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, Ontario, Canada
| | - Margaret Wilkinson
- Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, Ontario, Canada
| | - Gengming He
- Genetics and Genome Biology, Hospital for Sick Children, Toronto, Ontario, Canada
| | - Elizabeth N Kerr
- Department of Psychology, Hospital for Sick Children, Toronto, Ontario, Canada.,Department of Pediatrics, University of Toronto, Toronto, Ontario, Canada
| | - Tasha-Cate Carter
- Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, Ontario, Canada.,Holland Bloorview Rehabilitation Hospital, Toronto, Ontario, Canada
| | - Sharon L Guger
- Department of Psychology, Hospital for Sick Children, Toronto, Ontario, Canada
| | - Maureen W Lovett
- Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, Ontario, Canada.,Department of Pediatrics, University of Toronto, Toronto, Ontario, Canada
| | - Lisa J Strug
- Genetics and Genome Biology, Hospital for Sick Children, Toronto, Ontario, Canada.,Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Cathy L Barr
- Genetics and Development Division, Krembil Research Institute, University Health Network, Toronto, Ontario, Canada.,Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, Ontario, Canada.,Department of Physiology, University of Toronto, Toronto, Ontario, Canada
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18
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Berger JJ, Harris IM, Whittingham KM, Terpening Z, Watson JDG. Substantiating synesthesia: a novel aid in a case of grapheme-colour synesthesia and concomitant dyscalculia. Neurocase 2020; 26:29-35. [PMID: 31774036 DOI: 10.1080/13554794.2019.1695846] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Here we present the case of SP, a 21-year-old female with life-long dyscalculia. SP was subsequently diagnosed with grapheme-color synesthesia, a diagnosis that serendipitously catalyzed our development of a novel aid:The digit-color calculator (DCC). The DCC substantiates SP's color concurrents, dramatically ameliorating her difficulties with basic calculations. We envisage the DCC and its analogues may assist others in educational settings, particularly if they experience difficulties with the acquisition of literacy and numeracy. Further devices that leverage synesthesia may also have the potential to improve the quality of life for others with trait synesthesia regardless of concomitant disorder.
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Affiliation(s)
| | | | | | - Zoe Terpening
- The University of Sydney, Sydney, Australia.,The Univerity of New South Wales, Sydney, Australia
| | - John D G Watson
- The University of Sydney, Sydney, Australia.,The Univerity of New South Wales, Sydney, Australia
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19
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Sharma P, Sagar R, Deep R, Mehta M, Subbiah V. Assessment for familial pattern and association of polymorphisms in KIAA0319 gene with specific reading disorder in children from North India visiting a tertiary care centre: A case-control study. DYSLEXIA (CHICHESTER, ENGLAND) 2020; 26:104-114. [PMID: 31814229 DOI: 10.1002/dys.1642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2017] [Revised: 05/17/2019] [Accepted: 11/06/2019] [Indexed: 06/10/2023]
Abstract
Genetic association studies have identified KIAA0319 gene as a possible susceptibility locus for reading disorder; however, very few studies are available from India. The study was planned to investigate the familial pattern and association of KIAA0319 polymorphisms among children with reading disorder visiting a tertiary centre in North India. This is a case-control, familial, and genetic association study on 30 children diagnosed with reading disorder (ICD-10) and 30 matched healthy controls and their families. The Aggregate Neurobehavioral Student Health and Educational Review System was administered on parents of probands and controls for reading problems in their siblings, and Adult Reading Questionnaire was administered for parents of both groups. The blood sample was taken from probands, and DNA was isolated. Four KIAA0319 coding sequence single nucleotide polymorphisms (SNPs; rs4504469, rs6935076, rs2038137, and rs2179515) were genotyped using SNaPshot single nucleotide extension. The incidence of reading problem was significantly higher in families of probands as compared with families of controls. There were no significant differences in both groups regarding the frequency of alleles of four SNPs. The reading disorder showed a significant familial pattern, but KIAA0319 gene did not appear to be a susceptibility factor. Future replications with larger samples and whole genome studies are warranted.
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Affiliation(s)
- Pawan Sharma
- Department of Psychiatry, School of Medicine, Patan Academy of Health Sciences, Lalitpur, Nepal
| | - Rajesh Sagar
- Department of Psychiatry, All India Institute of Medical Sciences, New Delhi, India
| | - Raman Deep
- Department of Psychiatry, All India Institute of Medical Sciences, New Delhi, India
| | - Manju Mehta
- Department of Psychiatry, All India Institute of Medical Sciences, New Delhi, India
| | - Vivekanandhan Subbiah
- Department of Neurobiochemistry, All India Institute of Medical Sciences, New Delhi, India
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20
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Protopapas A. Evolving Concepts of Dyslexia and Their Implications for Research and Remediation. Front Psychol 2019; 10:2873. [PMID: 31920890 PMCID: PMC6930188 DOI: 10.3389/fpsyg.2019.02873] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2019] [Accepted: 12/04/2019] [Indexed: 11/13/2022] Open
Abstract
Aspects of dyslexia definitions are framed as a contrast between the past and the future, focusing on implications for research and remedial education, highlighting assumptions that bias or limit research or clinical practice. A crucial development is evident in understanding dyslexia, moving from its conceptualization as a discrete identifiable condition toward the realization of continuity with the general population with no clear boundaries and no qualitative differences. This conceptual evolution amounts to a transition from considering dyslexia to be some entity that causes poor reading toward considering the term dyslexia to simply label poor reading performance. This renders obsolete any searches for abnormalities and directs efforts toward understanding reading skill as a multifaceted domain following a complex multifactorial developmental course.
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21
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Mbwayo AW, Mathai M, Kuria MW, Mutavi T, Stoep AV. PARENTS' AND TEACHERS' PERCEPTIONS OF FACTORS AFFECTING LEARNING IN KENYA. GLOBAL SOCIAL WELFARE : RESEARCH, POLICY & PRACTICE 2019; 7:245-256. [PMID: 33224713 PMCID: PMC7677963 DOI: 10.1007/s40609-019-00161-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Studies have shown that a child's learning in school is affected by several factors, some related to the school environment, others to the home and community while others are as a result of the individual characteristics of the child. This study sought to explore parents' and teachers' perceptions of factors that affect learning of children in primary schools in a rural County in Kenya. METHODS This was a qualitative study that adopted the phenomenological approach. It was conducted with parents and teachers of 7 primary schools in rural and semi-rural areas of Kiambu County in Kenya. Using a researcher developed guide, data was collected using focus group discussion with parents and teachers. The discussions were conducted as follows-four were conducted in English language, two in Kiswahili language, and three were conducted in the local language and all were audio taped. Research assistants also took notes during the discussions. Results were transcribed verbatim and those that needed to be translated into English were translated. In analysis, MA, MM and MT read the transcripts and coded the major themes. RESULTS Four themes perceived by both parents and teachers to affect a child's learning emerged. These were; school environment, home, community and factors within the child. CONCLUSION There is need for both teachers and parents to come together and discuss perceived factors that interfere with learning of the children. Those that form a consensus for both groups, means to address them be found for better academic success of the child.
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Affiliation(s)
- Anne Wanjiru Mbwayo
- Department of Psychiatry, College of Health Sciences, University of Nairobi; PO Box 19676 - 00202, Nairobi
| | - Muthoni Mathai
- Department of Psychiatry, College of Health Sciences, University of Nairobi; PO Box 19676 - 00202, Nairobi
| | - Mary Wangari Kuria
- Department of Psychiatry, College of Health Sciences, University of Nairobi; PO Box 19676 - 00202, Nairobi
| | - Teresia Mutavi
- Department of Psychiatry, College of Health Sciences, University of Nairobi; PO Box 19676 - 00202, Nairobi
| | - Ann Vander Stoep
- Child Health Institute, University of Washington, P.O. Box 354920, Seattle, Washington USA 98195
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Rüsseler J, Boltzmann M, Grosche M. Funktionaler Analphabetismus in Deutschland – Größenordnung, Ursachen, Interventionen. ZEITSCHRIFT FÜR NEUROPSYCHOLOGIE 2019. [DOI: 10.1024/1016-264x/a000253] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Allein in Deutschland verfügen etwa 7.5 Millionen Erwachsene nicht über ausreichende Lese- und Schreibkompetenzen, um in angemessener Weise am gesellschaftlichen Leben teilhaben zu können. Sie können maximal kurze, einfache Texte sinnentnehmend lesen. Diese Personen werden häufig als funktionale Analphabetinnen und Analphabeten bezeichnet. Die Arbeit gibt einen Überblick zu Größenordnung, Ursachen und Interventionsmöglichkeiten bei funktionalem Analphabetismus. Es wird ein biopsychosoziales Ursachenmodell vorgestellt, das biologische Vulnerabilitätsfaktoren postuliert, die unter ungünstigen psychosozialen Bedingungen zu einer erhöhten Wahrscheinlichkeit für die Entwicklung von Lese- und Schreibproblemen führen. Weiterhin wird auf Unterschiede zwischen und Gemeinsamkeiten von funktionalem Analphabetismus und Lese-Rechtschreib-Störung (LRS) eingegangen. Abschließend werden aktuelle Entwicklungen von Trainingsprogrammen zur Förderung der Lese- und Rechtschreibfähigkeiten von Erwachsenen, häufig im Kontext von Grundbildungsprogrammen, beschrieben.
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Affiliation(s)
- Jascha Rüsseler
- Institut für Psychologie, Otto-Friedrich-Universität Bamberg, Bamberg
| | - Melanie Boltzmann
- Institut für neurorehabilitative Forschung, BDH-Klinik Hessisch-Oldendorf, Hessisch-Oldendorf
| | - Michael Grosche
- School of Education, Institut für Bildungsforschung, Bergische Universität Wuppertal, Wuppertal
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Krafnick AJ, Evans TM. Neurobiological Sex Differences in Developmental Dyslexia. Front Psychol 2019; 9:2669. [PMID: 30687153 PMCID: PMC6336691 DOI: 10.3389/fpsyg.2018.02669] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2018] [Accepted: 12/12/2018] [Indexed: 12/13/2022] Open
Abstract
Understanding sex differences at the neurobiological level has become increasingly crucial in both basic and applied research. In the study of developmental dyslexia, early neuroimaging investigations were dominated by male-only or male-dominated samples, due at least in part to males being diagnosed more frequently. While recent studies more consistently balance the inclusion of both sexes, there has been little movement toward directly characterizing potential sex differences of the disorder. However, a string of recent work suggests that the brain basis of dyslexia may indeed be different in males and females. This potential sex difference has implications for existing models of dyslexia, and would inform approaches to the remediation of reading difficulties. This article reviews recent evidence for sex differences in dyslexia, discusses the impact these studies have on the understanding of the brain basis of dyslexia, and provides a framework for how these differential neuroanatomical profiles may develop.
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Affiliation(s)
- Anthony J Krafnick
- Psychology Department, Dominican University, River Forest, IL, United States
| | - Tanya M Evans
- Center for Advanced Study of Teaching and Learning, Curry School of Education and Human Development, University of Virginia, Charlottesville, VA, United States
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Guidi LG, Velayos‐Baeza A, Martinez‐Garay I, Monaco AP, Paracchini S, Bishop DVM, Molnár Z. The neuronal migration hypothesis of dyslexia: A critical evaluation 30 years on. Eur J Neurosci 2018; 48:3212-3233. [PMID: 30218584 PMCID: PMC6282621 DOI: 10.1111/ejn.14149] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2018] [Revised: 08/06/2018] [Accepted: 08/13/2018] [Indexed: 12/29/2022]
Abstract
The capacity for language is one of the key features underlying the complexity of human cognition and its evolution. However, little is known about the neurobiological mechanisms that mediate normal or impaired linguistic ability. For developmental dyslexia, early postmortem studies conducted in the 1980s linked the disorder to subtle defects in the migration of neurons in the developing neocortex. These early studies were reinforced by human genetic analyses that identified dyslexia susceptibility genes and subsequent evidence of their involvement in neuronal migration. In this review, we examine recent experimental evidence that does not support the link between dyslexia and neuronal migration. We critically evaluate gene function studies conducted in rodent models and draw attention to the lack of robust evidence from histopathological and imaging studies in humans. Our review suggests that the neuronal migration hypothesis of dyslexia should be reconsidered, and the neurobiological basis of dyslexia should be approached with a fresh start.
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Affiliation(s)
- Luiz G. Guidi
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK
- Wellcome Centre for Human GeneticsUniversity of OxfordOxfordUK
| | - Antonio Velayos‐Baeza
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK
- Wellcome Centre for Human GeneticsUniversity of OxfordOxfordUK
| | - Isabel Martinez‐Garay
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK
- Division of NeuroscienceSchool of BiosciencesCardiff UniversityCardiffUK
| | | | | | | | - Zoltán Molnár
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK
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Centanni TM, Pantazis D, Truong DT, Gruen JR, Gabrieli JDE, Hogan TP. Increased variability of stimulus-driven cortical responses is associated with genetic variability in children with and without dyslexia. Dev Cogn Neurosci 2018; 34:7-17. [PMID: 29894888 PMCID: PMC6969288 DOI: 10.1016/j.dcn.2018.05.008] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2018] [Revised: 05/14/2018] [Accepted: 05/24/2018] [Indexed: 12/17/2022] Open
Abstract
Individuals with dyslexia exhibit increased brainstem variability in response to sound. It is unknown as to whether increased variability extends to neocortical regions associated with audition and reading, extends to visual stimuli, and whether increased variability characterizes all children with dyslexia or, instead, a specific subset of children. We evaluated the consistency of stimulus-evoked neural responses in children with (N = 20) or without dyslexia (N = 12) as measured by magnetoencephalography (MEG). Approximately half of the children with dyslexia had significantly higher levels of variability in cortical responses to both auditory and visual stimuli in multiple nodes of the reading network. There was a significant and positive relationship between the number of risk alleles at rs6935076 in the dyslexia-susceptibility gene KIAA0319 and the degree of neural variability in primary auditory cortex across all participants. This gene has been linked with neural variability in rodents and in typical readers. These findings indicate that unstable representations of auditory and visual stimuli in auditory and other reading-related neocortical regions are present in a subset of children with dyslexia and support the link between the gene KIAA0319 and the auditory neural variability across children with or without dyslexia.
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Affiliation(s)
- T M Centanni
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA; Department of Psychology, Texas Christian University, Fort Worth, TX, USA.
| | - D Pantazis
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - D T Truong
- Departments of Pediatrics and Genetics, Yale University, New Haven, CT, USA
| | - J R Gruen
- Departments of Pediatrics and Genetics, Yale University, New Haven, CT, USA
| | - J D E Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - T P Hogan
- Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
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Mascheretti S, Andreola C, Scaini S, Sulpizio S. Beyond genes: A systematic review of environmental risk factors in specific reading disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2018; 82:147-152. [PMID: 29566979 DOI: 10.1016/j.ridd.2018.03.005] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2017] [Revised: 03/10/2018] [Accepted: 03/11/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND While an understanding of the genetic contributions to specific reading disorder (RD) is emerging, there is no agreement about which putative hazard factors are clearly involved in the aetiology of this disorder. AIMS A literature review looking at the impact of environmental risk variables implicated in RD either per se or when interacting with the genes. METHODS AND PROCEDURES We performed a systematic literature review using the following keywords: dyslexia OR reading disability AND environmental risk factors OR environmental hazard factors, in the following electronic databases: PubMed, Scopus and PsycINFO, without any time restrictions. OUTCOMES AND RESULTS Gestational weeks and birth weight are among the pre- and peri-natal risk factors shown to reliably predict reading readiness and the odds of having RD. Inconclusive findings have been reported for maternal cigarette smoking, family history of psychiatric and medical diseases, and risk of miscarriage. A broad definition of familial socio-economic status and home literacy environment have been identified as good life-long risk predictors of reading skills. CONCLUSIONS AND IMPLICATIONS We highlighted the need to consider environmental hazards, their interactions and interactions with RD-candidate genes in the study of the aetiology of RD in order to provide much-needed insight into how these variables influence reading skills.
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Affiliation(s)
- Sara Mascheretti
- Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
| | - Chiara Andreola
- Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
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Perdue MV, Mascheretti S, Kornilov SA, Jasińska KK, Ryherd K, Einar Mencl W, Frost SJ, Grigorenko EL, Pugh KR, Landi N. Common variation within the SETBP1 gene is associated with reading-related skills and patterns of functional neural activation. Neuropsychologia 2018; 130:44-51. [PMID: 30009840 DOI: 10.1016/j.neuropsychologia.2018.07.015] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2017] [Revised: 05/09/2018] [Accepted: 07/12/2018] [Indexed: 11/25/2022]
Abstract
Epidemiological population studies highlight the presence of substantial individual variability in reading skill, with approximately 5-10% of individuals characterized as having specific reading disability (SRD). Despite reported substantial heritability, typical for a complex trait, the specifics of the connections between reading and the genome are not understood. Recently, the SETBP1 gene has been implicated in several complex neurodevelopmental syndromes and disorders that impact language. Here, we examined the relationship between common polymorphisms in this gene, reading, and reading associated behaviors using data from an ongoing project on the genetic basis of SRD (n = 135). In addition, an exploratory analysis was conducted to examine the relationship between SETBP1 and brain activation using functional magnetic resonance imaging (fMRI; n = 73). Gene-based analyses revealed a significant association between SETBP1 and phonological working memory, with rs7230525 as the strongest associated single nucleotide polymorphism (SNP). fMRI analysis revealed that the rs7230525-T allele is associated with functional neural activation during reading and listening to words and pseudowords in the right inferior parietal lobule (IPL). These findings suggest that common genetic variation within SETBP1 is associated with reading behavior and reading-related brain activation patterns in the general population.
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Affiliation(s)
- Meaghan V Perdue
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA; Haskins Laboratories, New Haven, CT, USA
| | - Sara Mascheretti
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, Bosisio Parini, LC, Italy
| | - Sergey A Kornilov
- Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, USA; Department of Molecular and Human Genetics, Baylor College of Medicine, Houston, TX, USA
| | - Kaja K Jasińska
- Haskins Laboratories, New Haven, CT, USA; Department of Linguistics and Cognitive Science, University of Delaware, Newark, DE, USA
| | - Kayleigh Ryherd
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA; Haskins Laboratories, New Haven, CT, USA
| | | | | | - Elena L Grigorenko
- Haskins Laboratories, New Haven, CT, USA; Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, USA; Department of Molecular and Human Genetics, Baylor College of Medicine, Houston, TX, USA; St. Petersburg State University, Russia
| | - Kenneth R Pugh
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA; Haskins Laboratories, New Haven, CT, USA
| | - Nicole Landi
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA; Haskins Laboratories, New Haven, CT, USA.
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The Influence of Dyslexia Candidate Genes on Reading Skill in Old Age. Behav Genet 2018; 48:351-360. [PMID: 29959602 PMCID: PMC6097729 DOI: 10.1007/s10519-018-9913-3] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2018] [Accepted: 06/23/2018] [Indexed: 11/27/2022]
Abstract
A number of candidate genes for reading and language impairment have been replicated, primarily in samples of children with developmental disability or delay, although these genes are also supported in adolescent population samples. The present study used a systematic approach to test 14 of these candidate genes for association with reading assessed in late adulthood (two cohorts with mean ages of 70 and 79 years). Gene-sets (14 candidates, axon-guidance and neuron migration pathways) and individual SNPs within each gene of interest were tested for association using imputed data referenced to the 1000 genomes European panel. Using the results from the genome-wide association (GWA) meta-analysis of the two cohorts (N = 1217), a competitive gene-set analysis showed that the candidate gene-set was associated with the reading index (p = .016) at a family wise error rate corrected significance level. Neither axon guidance nor neuron migration pathways were significant. Whereas individual SNP associations within CYP19A1, DYX1C1, CNTNAP2 and DIP2A genes (p < .05) did not reach corrected significance their allelic effects were in the same direction as past available reports. These results suggest that reading skill in normal adults shares the same genetic substrate as reading in adolescents, and clinically disordered reading, and highlights the utility of adult samples to increase sample sizes in the genetic study of developmental disorders.
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The influence of DCDC2 risk genetic variants on reading: Testing main and haplotypic effects. Neuropsychologia 2018; 130:52-58. [PMID: 29803723 DOI: 10.1016/j.neuropsychologia.2018.05.021] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2017] [Revised: 04/17/2018] [Accepted: 05/23/2018] [Indexed: 12/28/2022]
Abstract
Developmental dyslexia (DD) is a complex neurodevelopmental heritable disorder. Among DD candidate genes, DCDC2 is one of the most replicated, with rs793862, READ1 and rs793842 likely contribute to phenotypic variability in reading (dis)ability. In this study, we tested the effects of these genetic variants on DD as a categorical trait and on quantitative reading-related measures in a sample of 555 Italian nuclear families with 930 offspring, of which 687 were diagnosed with DD. We conducted both single-marker and haplotype analyses, finding that the READ1-deletion was significantly associated with reading, whereas no significant haplotype associations were found. Our findings add further evidence to support the hypothesis of a DCDC2 contribution to inter-individual variation in distinct indicators of reading (dis)ability in transparent languages (i.e., reading accuracy and speed), suggesting a potential pleiotropic effect.
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Carvalho A, Pereira M, Festas I. Indicadores precoces da dislexia de desenvolvimento: um estudo longitudinal || Early indicators of dyslexia: a longitudinal study. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2017. [DOI: 10.17979/reipe.2017.4.2.3208] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
A dislexia do desenvolvimento é frequentemente diagnosticada quando os problemas na aprendizagem da leitura já afetaram negativamente outras áreas académicas e até o bem-estar emocional. A pesquisa internacional aponta para a existência de alguns preditores desta perturbação da aprendizagem, permitindo uma intervenção atempada e preventiva. No entanto, as diferenças relativas ao código ortográfico do Português Europeu não nos permitem tirar ilações de estudos realizados noutros contextos linguísticos. Com este problema em mente, desenvolvemos um estudo longitudinal que pretende destacar os preditores da dislexia em crianças portuguesas. A investigação seguiu um plano longitudinal ao longo de três anos e os resultados obtidos junto de uma amostra de 200 crianças permitem identificar a existência de poder preditivo em duas variáveis: no conhecimento que a criança tem do nome das letras e no seu desempenho em tarefas de fluência verbal, mostrando a influência que os fatores relativos às dificuldades na aquisição do princípio alfabético e no acesso ao léxico terão na manifestação posterior de problemas na aquisição da leitura.
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31
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Sharma P, Sagar R. Unfolding the genetic pathways of dyslexia in Asian population: A review. Asian J Psychiatr 2017; 30:225-229. [PMID: 28619243 DOI: 10.1016/j.ajp.2017.06.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/29/2017] [Revised: 05/31/2017] [Accepted: 06/06/2017] [Indexed: 01/06/2023]
Abstract
Dyslexia also known as specific reading disorder is a complex heritable disorder with unexpected difficulty in learning to read and spell despite adequate intelligence, education, environment, and normal senses. Over past decades, researchers have attempted to characterize dyslexia neurobiological and genetic levels and unfold its pathophysiology. The genetic research on dyslexia has received attention in Asia from the last decade. Though limited by different constraints the studies from Asia have been able to gather significant evidence in this field. We present a review of studies of genetics in Asian population and suggest future directions.
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Affiliation(s)
- Pawan Sharma
- Department of Psychiatry, Patan Academy of Health Sciences, Kathmandu, Nepal.
| | - Rajesh Sagar
- Department of Psychiatry, All India Institute of Medical Sciences (AIIMS), New Delhi, India
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Wachinger C, Volkmer S, Bublath K, Bruder J, Bartling J, Schulte-Körne G. Does the late positive component reflect successful reading acquisition? A longitudinal ERP study. NEUROIMAGE-CLINICAL 2017; 17:232-240. [PMID: 29159040 PMCID: PMC5683196 DOI: 10.1016/j.nicl.2017.10.014] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/05/2017] [Revised: 10/08/2017] [Accepted: 10/11/2017] [Indexed: 12/14/2022]
Abstract
Developmental dyslexia is a reading disorder that is associated with deficits in phonological processing, where the exact neural basis for those processing deficits remains unclear. In particular, disagreement exists whether degraded phonological representations or an impaired access to the phonological representations causes these deficits. To investigate this question and to trace changes in neurophysiology during the process of reading acquisition, we designed a longitudinal study with event related potentials (ERPs) in children between kindergarten and second grade. We used an explicit word processing task to elicit the late positive component (LPC), which has been shown to reflect phonological processing. A brain-wide analysis of the LPC with an electrode-wise application of mixed effects models showed significantly attenuated amplitudes in the left temporo-parietal region in dyslexic children. Since these differences were only present in the word and not in the picture (i.e. control) condition, the attenuated amplitudes might reflect impaired access to the phonological representations of words. This was further confirmed by the longitudinal development, which showed a rapid increase in amplitude at the beginning of reading instruction and a decrease with continuing automatization, possibly pointing to a progression from grapheme-phoneme parsing to whole word reading. Our longitudinal study provides the first evidence that it is possible to detect neurophysiological differences in the LPC between children with dyslexia and control children in both preliterate and very early stages of reading acquisition, providing new insights about the neurophysiological development and a potential marker of later reading problems. First longitudinal study of the late positive component (LPC) Left temporo-parietal LPC differs between control and dyslexic children. LPC increase at reading acquisition and decrease with automatization in typical readers. Dyslexic children do not show this neurophysiological course of development. Findings might indicate an impaired access to phonological representations.
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Affiliation(s)
- Christian Wachinger
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Klinikum der Universität München, Ludwig Maximilian University Munich, Germany.
| | - Susanne Volkmer
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Klinikum der Universität München, Ludwig Maximilian University Munich, Germany
| | - Katharina Bublath
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Klinikum der Universität München, Ludwig Maximilian University Munich, Germany
| | - Jennifer Bruder
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Klinikum der Universität München, Ludwig Maximilian University Munich, Germany
| | - Jürgen Bartling
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Klinikum der Universität München, Ludwig Maximilian University Munich, Germany
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Klinikum der Universität München, Ludwig Maximilian University Munich, Germany
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Abstract
Over the past 50 years, research on children and adults with learning disabilities has seen significant advances. Neuropsychological research historically focused on the administration of tests sensitive to brain dysfunction to identify putative neural mechanisms underlying learning disabilities that would serve as the basis for treatment. Led by research on classifying and identifying learning disabilities, four pivotal changes in research paradigms have produced a contemporary scientific, interdisciplinary, and international understanding of these disabilities. These changes are (1) the emergence of cognitive science, (2) the development of quantitative and molecular genetics, (3) the advent of noninvasive structural and functional neuroimaging, and (4) experimental trials of interventions focused on improving academic skills and addressing comorbid conditions. Implications for practice indicate a need to move neuropsychological assessment away from a primary focus on systematic, comprehensive assessment of cognitive skills toward more targeted performance-based assessments of academic achievement, comorbid conditions, and intervention response that lead directly to evidence-based treatment plans. Future research will continue to cross disciplinary boundaries to address questions regarding the interaction of neurobiological and contextual variables, the importance of individual differences in treatment response, and an expanded research base on (a) the most severe cases, (b) older people with LDs, and (c) domains of math problem solving, reading comprehension, and written expression. (JINS, 2017, 23, 930-940).
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Mascheretti S, Gori S, Trezzi V, Ruffino M, Facoetti A, Marino C. Visual motion and rapid auditory processing are solid endophenotypes of developmental dyslexia. GENES BRAIN AND BEHAVIOR 2017; 17:70-81. [PMID: 28834383 DOI: 10.1111/gbb.12409] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2017] [Revised: 07/19/2017] [Accepted: 08/14/2017] [Indexed: 12/18/2022]
Abstract
Although a genetic component is known to have an important role in the etiology of developmental dyslexia (DD), we are far from understanding the molecular etiopathogenetic pathways. Reduced measures of neurobiological functioning related to reading (dis)ability, i.e. endophenotypes (EPs), are promising targets for gene finding and the elucidation of the underlying mechanisms. In a sample of 100 nuclear families with DD (229 offspring) and 83 unrelated typical readers, we tested whether a set of well-established, cognitive phenotypes related to DD [i.e. rapid auditory processing (RAP), rapid automatized naming (RAN), multisensory nonspatial attention and visual motion processing] fulfilled the criteria of the EP construct. Visual motion and RAP satisfied all testable criteria (i.e. they are heritable, associate with the disorder, co-segregate with the disorder within a family and represent reproducible measures) and are therefore solid EPs of DD. Multisensory nonspatial attention satisfied three of four criteria (i.e. it associates with the disorder, co-segregates with the disorder within a family and represents a reproducible measure) and is therefore a potential EP for DD. Rapid automatized naming is heritable but does not meet other criteria of the EP construct. We provide the first evidence of a methodologically and statistically sound approach for identifying EPs for DD to be exploited as a solid alternative basis to clinical phenotypes in neuroscience.
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Affiliation(s)
- S. Mascheretti
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
| | - S. Gori
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
- Department of Human and Social Sciences; University of Bergamo; Bergamo Italy
| | - V. Trezzi
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
| | - M. Ruffino
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
| | - A. Facoetti
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
- Developmental Cognitive Neuroscience Lab, Department of General Psychology; University of Padua; Padua Italy
| | - C. Marino
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
- Centre for Addiction and Mental Health; University of Toronto; ON Canada
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Selzam S, Dale PS, Wagner RK, DeFries JC, Cederlöf M, O’Reilly PF, Krapohl E, Plomin R. Genome-Wide Polygenic Scores Predict Reading Performance Throughout the School Years. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2017; 21:334-349. [PMID: 28706435 PMCID: PMC5490720 DOI: 10.1080/10888438.2017.1299152] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
It is now possible to create individual-specific genetic scores, called genome-wide polygenic scores (GPS). We used a GPS for years of education (EduYears) to predict reading performance assessed at UK National Curriculum Key Stages 1 (age 7), 2 (age 12) and 3 (age 14) and on reading tests administered at ages 7 and 12 in a UK sample of 5,825 unrelated individuals. EduYears GPS accounts for up to 5% of the variance in reading performance at age 14. GPS predictions remained significant after accounting for general cognitive ability and family socioeconomic status. Reading performance of children in the lowest and highest 12.5% of the EduYears GPS distribution differed by a mean growth in reading ability of approximately two school years. It seems certain that polygenic scores will be used to predict strengths and weaknesses in education.
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Echegaray-Bengoa J, Soriano-Ferrer M, Joshi RM. Knowledge and Beliefs About Developmental Dyslexia: A Comparison Between Pre-Service and In-Service Peruvian Teachers. ACTA ACUST UNITED AC 2017. [DOI: 10.1177/1538192717697591] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to investigate the knowledge, misconceptions, and knowledge gaps of Peruvian pre-service teachers (PSTs) and in-service teachers (ISTs). To do so, 112 PSTs and 113 ISTs completed the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). Results show that ISTs scored significantly higher than PSTs. Moreover, misconceptions and lack of information were higher in PSTs. The most noteworthy misconceptions were that dyslexia is due to poor visual perception and that letter or word reversals are the most important criterion in the identification of dyslexia. Age, years of teaching experience, prior exposure to a child with dyslexia, and self-efficacy were positively correlated with knowledge about dyslexia in ISTs.
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Multi-factorial modulation of hemispheric specialization and plasticity for language in healthy and pathological conditions: A review. Cortex 2017; 86:314-339. [DOI: 10.1016/j.cortex.2016.05.013] [Citation(s) in RCA: 51] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2015] [Revised: 02/16/2016] [Accepted: 05/13/2016] [Indexed: 12/16/2022]
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Neurogenetics of developmental dyslexia: from genes to behavior through brain neuroimaging and cognitive and sensorial mechanisms. Transl Psychiatry 2017; 7:e987. [PMID: 28045463 PMCID: PMC5545717 DOI: 10.1038/tp.2016.240] [Citation(s) in RCA: 60] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/13/2016] [Accepted: 10/15/2016] [Indexed: 01/18/2023] Open
Abstract
Developmental dyslexia (DD) is a complex neurodevelopmental deficit characterized by impaired reading acquisition, in spite of adequate neurological and sensorial conditions, educational opportunities and normal intelligence. Despite the successful characterization of DD-susceptibility genes, we are far from understanding the molecular etiological pathways underlying the development of reading (dis)ability. By focusing mainly on clinical phenotypes, the molecular genetics approach has yielded mixed results. More optimally reduced measures of functioning, that is, intermediate phenotypes (IPs), represent a target for researching disease-associated genetic variants and for elucidating the underlying mechanisms. Imaging data provide a viable IP for complex neurobehavioral disorders and have been extensively used to investigate both morphological, structural and functional brain abnormalities in DD. Performing joint genetic and neuroimaging studies in humans is an emerging strategy to link DD-candidate genes to the brain structure and function. A limited number of studies has already pursued the imaging-genetics integration in DD. However, the results are still not sufficient to unravel the complexity of the reading circuit due to heterogeneous study design and data processing. Here, we propose an interdisciplinary, multilevel, imaging-genetic approach to disentangle the pathways from genes to behavior. As the presence of putative functional genetic variants has been provided and as genetic associations with specific cognitive/sensorial mechanisms have been reported, new hypothesis-driven imaging-genetic studies must gain momentum. This approach would lead to the optimization of diagnostic criteria and to the early identification of 'biologically at-risk' children, supporting the definition of adequate and well-timed prevention strategies and the implementation of novel, specific remediation approach.
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Abstract
Zusammenfassung. In der vorliegenden Studie wird der Zusammenhang zwischen kognitiven Fähigkeiten und der Lesefertigkeit bei Schulkindern untersucht. Anhand einer Stichprobe von 101 deutschsprachigen Kindern im Alter zwischen 7 und 16 Jahren wurden Zusammenhänge zwischen den verschiedenen Indizes der Wechsler Intelligence Scale for Children-4th Edition, WISC-IV ( Petermann & Petermann, 2011 ), und den Leistungen in zwei standardisierten Lesetests analysiert. Die Ergebnisse deuten auf einen umschriebenen Einfluss bestimmter Intelligenzbereiche auf die Qualität der Lesefertigkeit hin. Dies unterstützt die in den Leitlinien der Deutschen Gesellschaft für Kinder- und Jugendpsychiatrie und -psychotherapie et al. ( DGKJP; 2015 ) empfohlene Verwendung eines IQ-Diskrepanzkriteriums, auch unter der Verwendung differenzierter Intelligenztests, wie der aktuellen Version des Wechsler Intelligenztests für Kinder und Jugendliche, WISC-IV.
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Affiliation(s)
- Tanja Tischler
- Pädiatrische Hämatologie und Onkologie des Universitätsklinikums Hamburg-Eppendorf
| | - Monika Daseking
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
| | - Franz Petermann
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
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A review of the neurobiological basis of dyslexia in the adult population. NEUROLOGÍA (ENGLISH EDITION) 2017. [DOI: 10.1016/j.nrleng.2014.08.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023] Open
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41
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Corvacho Del Toro IM. [A qualitative analysis of spelling mistakes and a systematic supportive learning instruction of spelling disorder]. ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2016; 44:397-408. [PMID: 27356672 DOI: 10.1024/1422-4917/a000457] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
This paper explains how a qualitative analysis of spelling mistakes (Oldenburger Fehleranalyse, Thomé & Thomé, 2014) may be used to select learning materials according to individual needs. The pre-post design with control group serves to evaluate the effects of an intervention that is systematic and learning supportive for pupils with a diagnosed spelling disorder (ages 12 to 14; 6th-8th grade). Therapists of the experimental group were instructed to apply a series of linguistic and psycholinguistic criteria when creating the material for instruction and when carrying out the therapy. Therapists of the control group carried out the intervention without attending to these criteria, although they did have knowledge about the pupil’s profile in spelling mistakes. The intervention included 20 sessions. The ANOVA shows improvement for both groups (HSP, May 2012): (F(1, 14) = 15,05, p = .002, η2 = .518). For the experimental group it is stronger, and the difference in achievement gain is significant (F(1, 14) = 4,70, p = .048; η2 = .25). These results support a combination of qualitative analysis and a high qualification for therapists that relates specifically to orthography and its instruction. For some pupils the changes in the qualitative profiles reveal persistent support requirements in phonology or grammar instruction.
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42
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Müller B, Wilcke A, Czepezauer I, Ahnert P, Boltze J, Kirsten H. Association, characterisation and meta-analysis of SNPs linked to general reading ability in a German dyslexia case-control cohort. Sci Rep 2016; 6:27901. [PMID: 27312598 PMCID: PMC4911550 DOI: 10.1038/srep27901] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2015] [Accepted: 05/26/2016] [Indexed: 12/25/2022] Open
Abstract
Dyslexia is a severe disorder in the acquisition of reading and writing. Several studies investigated the role of genetics for reading, writing and spelling ability in the general population. However, many of the identified SNPs were not analysed in case-control cohorts. Here, we investigated SNPs previously linked to reading or spelling ability in the general population in a German case-control cohort. Furthermore, we characterised these SNPs for functional relevance with in silico methods and meta-analysed them with previous studies. A total of 16 SNPs within five genes were included. The total number of risk alleles was higher in cases than in controls. Three SNPs were nominally associated with dyslexia: rs7765678 within DCDC2, and rs2038137 and rs6935076 within KIAA0319. The relevance of rs2038137 and rs6935076 was further supported by the meta-analysis. Functional profiling included analysis of tissue-specific expression, annotations for regulatory elements and effects on gene expression levels (eQTLs). Thereby, we found molecular mechanistical implications for 13 of all 16 included SNPs. SNPs associated in our cohort showed stronger gene-specific eQTL effects than non-associated SNPs. In summary, our results validate SNPs previously linked to reading and spelling in the general population in dyslexics and provide insights into their putative molecular pathomechanisms.
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Affiliation(s)
- Bent Müller
- Fraunhofer Institute for Cell Therapy and Immunology, Leipzig, Germany
| | - Arndt Wilcke
- Fraunhofer Institute for Cell Therapy and Immunology, Leipzig, Germany.,Translational Centre for Regenerative Medicine (TRM), Leipzig, Germany
| | - Ivonne Czepezauer
- Fraunhofer Institute for Cell Therapy and Immunology, Leipzig, Germany
| | - Peter Ahnert
- Institute for Medical Informatics, Statistics and Epidemiology, University of Leipzig, Leipzig, Germany.,LIFE-Leipzig Research Center for Civilization Diseases, University of Leipzig, Leipzig, Germany
| | - Johannes Boltze
- Fraunhofer Institute for Cell Therapy and Immunology, Leipzig, Germany.,Fraunhofer Research Institution for Marine Biotechnology, Department of Medical Cell Technology, Lübeck, Germany.,Institute for Medical and Marine Biotechnology, University of Lübeck, Lübeck, Germany
| | - Holger Kirsten
- Fraunhofer Institute for Cell Therapy and Immunology, Leipzig, Germany.,Translational Centre for Regenerative Medicine (TRM), Leipzig, Germany.,Institute for Medical Informatics, Statistics and Epidemiology, University of Leipzig, Leipzig, Germany.,LIFE-Leipzig Research Center for Civilization Diseases, University of Leipzig, Leipzig, Germany
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43
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Nievas-Cazorla F, Soriano-Ferrer M, Sánchez-López P. Are There Lower Repetition Priming Effects in Children with Developmental Dyslexia? Priming Effects in Spanish with the Masked Lexical Decision Task. The Journal of General Psychology 2016; 143:81-100. [PMID: 27055077 DOI: 10.1080/00221309.2016.1163248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The aim of this study was to compare the reaction times and errors of Spanish children with developmental dyslexia to the reaction times and errors of readers without dyslexia on a masked lexical decision task with identity or repetition priming. A priming paradigm was used to study the role of the lexical deficit in dyslexic children, manipulating the frequency and length of the words, with a short Stimulus Onset Asynchrony (SOA = 150 ms) and degraded stimuli. The sample consisted of 80 participants from 9 to 14 years old, divided equally into a group with a developmental dyslexia diagnosis and a control group without dyslexia. Results show that identity priming is higher in control children (133 ms) than in dyslexic children (55 ms). Thus, the "frequency" and "word length" variables are not the source or origin of this reduction in identity priming reaction times in children with developmental dyslexia compared to control children.
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44
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Soriano-Ferrer M, Echegaray-Bengoa J, Joshi RM. Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers. ANNALS OF DYSLEXIA 2016; 66:91-110. [PMID: 26276680 DOI: 10.1007/s11881-015-0111-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2015] [Accepted: 07/03/2015] [Indexed: 06/04/2023]
Abstract
The present study investigated knowledge, misconceptions, and lack of information about dyslexia among pre-service (PST) and in-service (IST) Spanish-speaking teachers in Spain and Peru. Two hundred and forty-six pre-service teachers and 267 in-service teachers completed the Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS). In-service teachers scored significantly higher on the total scale, and on the symptoms/diagnosis and general information subscales, than pre-service teachers. The percentages for misconceptions and lack of information ("do not know responses") were higher for PSTs than for ISTs on the general information subscale, the symptoms/diagnosis subscale, and the treatment subscale. Analyses of individual items were conducted to differentiate concepts that teachers did not know from misconceptions. In-service teacher self-efficacy, years of teaching experience, post-graduate training in dyslexia, and prior exposure to a child with dyslexia were positively related to knowledge about dyslexia. Implications for pre-service teacher training and professional development are discussed.
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Affiliation(s)
- Manuel Soriano-Ferrer
- Department of Developmental and Educational Psychology, University of Valencia, Avda. Blasco Ibañez, 21, 46010, Valencia, Spain.
| | - Joyce Echegaray-Bengoa
- Department of Developmental and Educational Psychology, University of Valencia, Avda. Blasco Ibañez, 21, 46010, Valencia, Spain
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Fortes IS, Paula CS, Oliveira MC, Bordin IA, de Jesus Mari J, Rohde LA. A cross-sectional study to assess the prevalence of DSM-5 specific learning disorders in representative school samples from the second to sixth grade in Brazil. Eur Child Adolesc Psychiatry 2016; 25:195-207. [PMID: 25925785 DOI: 10.1007/s00787-015-0708-2] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/03/2014] [Accepted: 04/02/2015] [Indexed: 12/26/2022]
Abstract
Little is known about specific learning disorder (SLD) in low- and middle-income countries (LMICs), and even less from representative school samples in small size cities outside huge urban centers. Few studies addressed the new DSM-5 criteria for SLDs. We investigated the prevalence of DSM-5 SLDs, their comorbidities and correlates in school samples of students from the second to sixth grades living in median cities from four different geographic regions in Brazil. A national test for academic performance covering reading, writing and mathematical abilities was applied. Psychiatric diagnoses were assessed by the K-SADS-PL applied to the primary caregiver. A total of 1618 children and adolescents were included in the study. The following prevalence rates of SLDs were found: 7.6% for global impairment, 5.4% for writing, 6.0% for arithmetic, and 7.5% for reading impairment. Attention-deficit/hyperactivity disorder (ADHD) was the only comorbidity significantly associated with SLD with global impairment (p = 0.031). Anxiety disorders and ADHD were associated with SLD with arithmetic impairment. Significant differences were detected in prevalence rates among cities, and several socio-demographic correlates (age, gender, IQ, and socioeconomic status) were significantly associated with SLD with global impairment in our sample. Careful validation and normatization of instruments to assess academic performance is a major problem in LMICs. As expected, we found a significant heterogeneity in prevalence rates of SLD according to geographic regions considering that Brazil is a country with a robust diversity. SLD with global and arithmetic impairment was significantly associated with psychiatric comorbidities.
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Affiliation(s)
- Isabela S Fortes
- National Institute of Developmental Psychiatry for Children and Adolescents, Porto Alegre, Brazil. .,Graduate Program in Psychiatry, Universidade de São Paulo, São Paulo, São Paulo, Brazil.
| | - Cristiane S Paula
- Programa de Pós-Graduação em Distúrbios do Desenvolvimento, Universidade Presbiteriana Mackenzie, São Paulo, São Paulo, Brazil.,Departamento de Psiquiatria, Universidade Federal de São Paulo, São Paulo, São Paulo, Brazil
| | - Melaine C Oliveira
- Instituto de Matemática e Estatística, Universidade de São Paulo, São Paulo, São Paulo, Brazil
| | - Isabel A Bordin
- Departamento de Psiquiatria, Universidade Federal de São Paulo, São Paulo, São Paulo, Brazil
| | - Jair de Jesus Mari
- Departamento de Psiquiatria, Universidade Federal de São Paulo, São Paulo, São Paulo, Brazil
| | - Luis A Rohde
- National Institute of Developmental Psychiatry for Children and Adolescents, Porto Alegre, Brazil. .,Graduate Program in Psychiatry, Universidade de São Paulo, São Paulo, São Paulo, Brazil. .,Hospital de Clínicas de Porto Alegre, Universidade Federal do Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil. .,ADHD Outpatient Program (ProDAH) at the Child and Adolescent Psychiatric Division, Hospital de Clínicas de Porto Alegre, Ramiro Barcellos, 2350, 90035-003, Porto Alegre, RS, Brazil.
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46
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Moreau D, Waldie KE. Developmental Learning Disorders: From Generic Interventions to Individualized Remediation. Front Psychol 2016; 6:2053. [PMID: 26793160 PMCID: PMC4709759 DOI: 10.3389/fpsyg.2015.02053] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2015] [Accepted: 12/24/2015] [Indexed: 01/30/2023] Open
Abstract
Developmental learning disorders affect many children, impairing their experience in the classroom and hindering many aspects of their life. Once a bleak sentence associated with life-long difficulties, several learning disorders can now be successfully alleviated, directly benefiting from promising interventions. In this review, we focus on two of the most prevalent learning disorders, dyslexia and attention-deficit/hyperactivity disorder (ADHD). Recent advances have refined our understanding of the specific neural networks that are altered in these disorders, yet questions remain regarding causal links between neural changes and behavioral improvements. After briefly reviewing the theoretical foundations of dyslexia and ADHD, we explore their distinct and shared characteristics, and discuss the comorbidity of the two disorders. We then examine current interventions, and consider the benefits of approaches that integrate remediation within other activities to encourage sustained motivation and improvements. Finally, we conclude with a reflection on the potential for remediation programs to be personalized by taking into account the specificities and demands of each individual. The effective remediation of learning disorders is critical to modern societies, especially considering the far-reaching ramifications of successful early interventions.
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Affiliation(s)
- David Moreau
- Centre for Brain Research, School of Psychology, The University of Auckland Auckland, New Zealand
| | - Karen E Waldie
- Centre for Brain Research, School of Psychology, The University of Auckland Auckland, New Zealand
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47
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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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48
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Vega YH, Smith A, Cockerill H, Tang S, Agirre-Arrizubieta Z, Goyal S, Pina M, Akman CI, Jolleff N, McGinnity C, Gomez K, Gupta R, Hughes E, Jackman J, McCormick D, Oren C, Scott D, Taylor J, Trounce J, Clarke T, Kugler S, Mandelbaum DE, McGoldrick P, Wolf S, Strug LJ, Pal DK. Risk factors for reading disability in families with rolandic epilepsy. Epilepsy Behav 2015; 53:174-9. [PMID: 26580214 PMCID: PMC4719157 DOI: 10.1016/j.yebeh.2015.10.016] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/08/2015] [Revised: 10/14/2015] [Accepted: 10/16/2015] [Indexed: 11/25/2022]
Abstract
OBJECTIVE The high prevalence and impact of neurodevelopmental comorbidities in childhood epilepsy are now well known, as are the increased risks and familial aggregation of reading disability (RD) and speech sound disorder (SSD) in rolandic epilepsy (RE). The risk factors for RD in the general population include male sex, SSD, and ADHD, but it is not known if these are the same in RE or whether there is a contributory role of seizure and treatment-related variables. METHODS An observational study of 108 probands with RE (age range: 3.6-22 years) and their 159 siblings (age range: 1-29 years; 83 with EEG data) were singly ascertained in the US or UK through a proband affected by RE. We used a nested case-control design, multiple logistic regression, and generalized estimating equations to test the hypothesis of an association between RD and seizure variables or antiepileptic drug treatment in RE; we also assessed an association between EEG focal sharp waves and RD in siblings. RESULTS Reading disability was reported in 42% of probands and 22% of siblings. Among probands, RD was strongly associated with a history of SSD (OR: 9.64, 95% CI: 2.45-37.21), ADHD symptoms (OR: 10.31, 95% CI: 2.15-49.44), and male sex (OR: 3.62, 95% CI: 1.11-11.75) but not with seizure or treatment variables. Among siblings, RD was independently associated only with SSD (OR: 4.30, 95% CI: 1.42-13.0) and not with the presence of interictal EEG focal sharp waves. SIGNIFICANCE The principal risk factors for RD in RE are SSD, ADHD, and male sex, the same risk factors as for RD without epilepsy. Seizure or treatment variables do not appear to be important risk factors for RD in probands with RE, and there was no evidence to support interictal EEG focal sharp waves as a risk factor for RD in siblings. Future studies should focus on the precise neuropsychological characterization of RD in families with RE and on the effectiveness of standard oral-language and reading interventions.
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Affiliation(s)
| | | | | | - Shan Tang
- King’s College London, UK,King’s Health Partners, London, UK
| | | | | | | | - Cigdem I Akman
- Department of Neurology, Columbia University, New York, USA
| | - Nicola Jolleff
- East Kent Hospitals University NHS Foundation Trust, Canterbury, UK
| | | | | | | | | | | | | | | | | | | | | | - Tara Clarke
- Department of Epidemiology, Columbia University, New York, USA
| | - Steven Kugler
- Children’s Hospital of Philadelphia and University of Pennsylvania School of Medicine, PA, USA
| | - David E Mandelbaum
- Hasbro Children’s Hospital and the Warren Alpert Medical School of Brown University, Providence, RI, USA
| | | | | | - Lisa J Strug
- Program in Genetics and Genome Biology, The Hospital for Sick Children, Toronto; Canada,Dalla Lana School of Public Health, University of Toronto, Canada
| | - Deb K Pal
- King's College London, UK; King's Health Partners, London, UK.
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49
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Cappa C, Giulivi S, Schilirò A, Bastiani L, Muzio C, Meloni F. A screening on Specific Learning Disorders in an Italian speaking high genetic homogeneity area. RESEARCH IN DEVELOPMENTAL DISABILITIES 2015; 45-46:329-342. [PMID: 26296080 DOI: 10.1016/j.ridd.2015.07.011] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2014] [Revised: 07/09/2015] [Accepted: 07/13/2015] [Indexed: 06/04/2023]
Abstract
The aim of the present research is to investigate the prevalence of Specific Learning Disorders (SLD) in Ogliastra, an area of the island of Sardinia, Italy. Having experienced centuries of isolation, Ogliastra has become a high genetic homogeneity area, and is considered particularly interesting for studies on different kinds of pathologies. Here we are going to describe the results of a screening carried out throughout 2 consecutive years in 49 second grade classes (24 considered in the first year and 25 in the second year of the study) of the Ogliastra region. A total of 610 pupils (average age 7.54 years; 293 female, 317 male) corresponding to 68.69% of all pupils who were attending second grade in the area, took part in the study. The tool used for the screening was "RSR-DSA. Questionnaire for the detection of learning difficulties and disorders", which allowed the identification of 83 subjects at risk (13.61% of the whole sample involved in the study). These subjects took part in an enhancement training program of about 6 months. After the program, pupils underwent assessment for reading, writing and calculation abilities, as well as cognitive assessment. According to the results of the assessment, the prevalence of SLDs is 6.06%. For what concerns dyslexia, 4.75% of the total sample manifested this disorder either in isolation or in comorbidity with other disorders. According to the first national epidemiological investigation carried out in Italy, the prevalence of dyslexia is 3.1-3.2%, which is lower than the prevalence obtained in the present study. Given the genetic basis of SLDs, this result, together with the presence of several cases of SLD in isolation (17.14%) and with a 3:1 ratio of males to females diagnosed with a SLD, was to be expected in a sample coming from a high genetic homogeneity area.
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Affiliation(s)
- Claudia Cappa
- Institute of Clinical Physiology (IFC), CNR, Pisa, Italy.
| | - Sara Giulivi
- Department of Teaching and Learning (DFA) - University School of Applied Sciences and Arts of Southern Switzerland (SUPSI), Locarno, Switzerland.
| | - Antonino Schilirò
- Service of Child Neuropsychiatry, Azienda Sanitaria Locale 4, Lanusei, Italy.
| | - Luca Bastiani
- Institute of Clinical Physiology (IFC), CNR, Pisa, Italy.
| | - Carlo Muzio
- Istituto Santo Stefano, Porto Potenza Picena (MC), Italy.
| | - Fabrizio Meloni
- Service of Child Neuropsychiatry, Azienda Sanitaria Locale 4, Lanusei, Italy.
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50
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Einarsdottir E, Svensson I, Darki F, Peyrard-Janvid M, Lindvall JM, Ameur A, Jacobsson C, Klingberg T, Kere J, Matsson H. Mutation in CEP63 co-segregating with developmental dyslexia in a Swedish family. Hum Genet 2015; 134:1239-48. [PMID: 26400686 PMCID: PMC4628622 DOI: 10.1007/s00439-015-1602-1] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2015] [Accepted: 09/15/2015] [Indexed: 01/17/2023]
Abstract
Developmental dyslexia is the most common learning disorder in children. Problems in reading and writing are likely due to a complex interaction of genetic and environmental factors, resulting in reduced power of studies of the genetic factors underlying developmental dyslexia. Our approach in the current study was to perform exome sequencing of affected and unaffected individuals within an extended pedigree with a familial form of developmental dyslexia. We identified a two-base mutation, causing a p.R229L amino acid substitution in the centrosomal protein 63 kDa (CEP63), co-segregating with developmental dyslexia in this pedigree. This mutation is novel, and predicted to be highly damaging for the function of the protein. 3D modelling suggested a distinct conformational change caused by the mutation. CEP63 is localised to the centrosome in eukaryotic cells and is required for maintaining normal centriole duplication and control of cell cycle progression. We found that a common polymorphism in the CEP63 gene had a significant association with brain white matter volume. The brain regions were partly overlapping with the previously reported region influenced by polymorphisms in the dyslexia susceptibility genes DYX1C1 and KIAA0319. We hypothesise that CEP63 is particularly important for brain development and might control the proliferation and migration of cells when those two events need to be highly coordinated.
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Affiliation(s)
- Elisabet Einarsdottir
- Department of Biosciences and Nutrition, and Center for Innovative Medicine, Karolinska Institutet, Huddinge, Sweden.
| | - Idor Svensson
- Department of Psychology, Linneaus University, Växjö, Sweden
| | - Fahimeh Darki
- Department of Neuroscience, Karolinska Institutet, Solna, Sweden
| | - Myriam Peyrard-Janvid
- Department of Biosciences and Nutrition, and Center for Innovative Medicine, Karolinska Institutet, Huddinge, Sweden
| | - Jessica M Lindvall
- Department of Biosciences and Nutrition, and Center for Innovative Medicine, Karolinska Institutet, Huddinge, Sweden.,Bioinformatics Infrastructure for Life Sciences (BILS), Stockholm University, Stockholm, Sweden.,Science for Life Laboratory, Stockholm University, Stockholm, Sweden.,Department of Biochemistry and Biophysics, Stockholm University, Stockholm, Sweden
| | - Adam Ameur
- Uppsala Genome Center, Uppsala University, Uppsala, Sweden
| | | | - Torkel Klingberg
- Department of Neuroscience, Karolinska Institutet, Solna, Sweden
| | - Juha Kere
- Department of Biosciences and Nutrition, and Center for Innovative Medicine, Karolinska Institutet, Huddinge, Sweden.,Science for Life Laboratory, Stockholm University, Stockholm, Sweden.,Molecular Neurology Research Program, Research Programs Unit, University of Helsinki, Helsinki, Finland.,Folkhälsan Institute of Genetics, Helsinki, Finland
| | - Hans Matsson
- Department of Biosciences and Nutrition, and Center for Innovative Medicine, Karolinska Institutet, Huddinge, Sweden
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