1
|
Gabel LA, Voss K, Johnson E, Lindström ER, Truong DT, Murray EM, Cariño K, Nielsen CM, Paniagua S, Gruen JR. Identifying Dyslexia: Link between Maze Learning and Dyslexia Susceptibility Gene, DCDC2, in Young Children. Dev Neurosci 2021; 43:116-133. [PMID: 34186533 DOI: 10.1159/000516667] [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: 02/11/2021] [Accepted: 04/20/2021] [Indexed: 12/29/2022] Open
Abstract
Dyslexia is a common learning disability that affects processing of written language despite adequate intelligence and educational background. If learning disabilities remain untreated, a child may experience long-term social and emotional problems, which influence future success in all aspects of their life. Dyslexia has a 60% heritability rate, and genetic studies have identified multiple dyslexia susceptibility genes (DSGs). DSGs, such as DCDC2, are consistently associated with the risk and severity of reading disability (RD). Altered neural connectivity within temporoparietal regions of the brain is associated with specific variants of DSGs in individuals with RD. Genetically altering DSG expression in mice results in visual and auditory processing deficits as well as neurophysiological and neuroanatomical disruptions. Previously, we demonstrated that learning deficits associated with RD can be translated across species using virtual environments. In this 2-year longitudinal study, we demonstrate that performance on a virtual Hebb-Williams maze in pre-readers is able to predict future reading impairment, and the genetic risk strengthens, but is not dependent on, this relationship. Due to the lack of oral reporting and use of letters, this easy-to-use tool may be particularly valuable in a remote working environment as well as working with vulnerable populations such as English language learners.
Collapse
Affiliation(s)
- Lisa A Gabel
- Department of Psychology, Lafayette College, Easton, Pennsylvania, USA.,Program in Neuroscience, Lafayette College, Easton, Pennsylvania, USA
| | - Kelsey Voss
- Program in Neuroscience, Lafayette College, Easton, Pennsylvania, USA
| | - Evelyn Johnson
- Department of Special Education, Boise State University, Boise, Idaho, USA
| | - Esther R Lindström
- Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania, USA
| | - Dongnhu T Truong
- Department of Pediatrics, Yale School of Medicine, New Haven, Connecticut, USA
| | - Erin M Murray
- Program in Neuroscience, Lafayette College, Easton, Pennsylvania, USA
| | - Karla Cariño
- Program in Neuroscience, Lafayette College, Easton, Pennsylvania, USA
| | - Christiana M Nielsen
- Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania, USA
| | - Steven Paniagua
- Department of Genetics, Yale School of Medicine, New Haven, Connecticut, USA
| | - Jeffrey R Gruen
- Department of Pediatrics, Yale School of Medicine, New Haven, Connecticut, USA.,Department of Genetics, Yale School of Medicine, New Haven, Connecticut, USA
| |
Collapse
|
2
|
Boutet I, Collin CA, MacLeod LS, Messier C, Holahan MR, Berry-Kravis E, Gandhi RM, Kogan CS. Utility of the Hebb-Williams Maze Paradigm for Translational Research in Fragile X Syndrome: A Direct Comparison of Mice and Humans. Front Mol Neurosci 2018; 11:99. [PMID: 29643767 PMCID: PMC5882825 DOI: 10.3389/fnmol.2018.00099] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2017] [Accepted: 03/13/2018] [Indexed: 11/26/2022] Open
Abstract
To generate meaningful information, translational research must employ paradigms that allow extrapolation from animal models to humans. However, few studies have evaluated translational paradigms on the basis of defined validation criteria. We outline three criteria for validating translational paradigms. We then evaluate the Hebb–Williams maze paradigm (Hebb and Williams, 1946; Rabinovitch and Rosvold, 1951) on the basis of these criteria using Fragile X syndrome (FXS) as model disease. We focused on this paradigm because it allows direct comparison of humans and animals on tasks that are behaviorally equivalent (criterion #1) and because it measures spatial information processing, a cognitive domain for which FXS individuals and mice show impairments as compared to controls (criterion #2). We directly compared the performance of affected humans and mice across different experimental conditions and measures of behavior to identify which conditions produce comparable patterns of results in both species. Species differences were negligible for Mazes 2, 4, and 5 irrespective of the presence of visual cues, suggesting that these mazes could be used to measure spatial learning in both species. With regards to performance on the first trial, which reflects visuo-spatial problem solving, Mazes 5 and 9 without visual cues produced the most consistent results. We conclude that the Hebb–Williams mazes paradigm has the potential to be utilized in translational research to measure comparable cognitive functions in FXS humans and animals (criterion #3).
Collapse
Affiliation(s)
- Isabelle Boutet
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | | | | | - Claude Messier
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | | | - Elizabeth Berry-Kravis
- Pediatrics, Biochemistry, and Neurology, Rush University Medical Center, Chicago, IL, United States
| | - Reno M Gandhi
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Cary S Kogan
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| |
Collapse
|