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Li M, DeMille MMC, Lovett MW, Bosson-Heenan J, Frijters JC, Gruen JR. Phonological awareness mediates the relationship between DCDC2 and reading performance with home environment. NPJ SCIENCE OF LEARNING 2024; 9:36. [PMID: 38702345 PMCID: PMC11068914 DOI: 10.1038/s41539-024-00247-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Accepted: 04/11/2024] [Indexed: 05/06/2024]
Abstract
Proficient reading requires critical phonological processing skill that interacts with both genetic and environmental factors. However, the precise nature of the relationships between phonological processing and genetic and environmental factors are poorly understood. We analyzed data from the Genes, Reading and Dyslexia (GRaD) Study on 1419 children ages 8-15 years from African-American and Hispanic-American family backgrounds living in North America. The analyses showed that phonological awareness mediated the relationship between DCDC2-READ1 and reading outcomes when parental education and socioeconomic status was low. The association between READ1 and reading performance is complex, whereby mediation by phonological awareness was significantly moderated by both parental education and socioeconomic status. These results show the importance of home environment and phonological skills when determining associations between READ1 and reading outcomes. This will be an important consideration in the development of genetic screening for risk of reading disability.
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Affiliation(s)
- Miao Li
- Department of Curriculum and Instruction, College of Education, University of Houston, Houston, TX, USA.
| | - Mellissa M C DeMille
- Departments of Pediatrics and Genetics, Yale University School of Medicine, New Haven, CT, USA
| | - Maureen W Lovett
- Neurosciences and Mental Health Program, The Hospital for Sick Children, University of Toronto, Toronto, ON, Canada
| | - Joan Bosson-Heenan
- Departments of Pediatrics and Genetics, Yale University School of Medicine, New Haven, CT, USA
| | - Jan C Frijters
- Department of Child and Youth Studies, Faculty of Social Sciences, Brock University, St. Catharines, ON, Canada
| | - Jeffrey R Gruen
- Departments of Pediatrics and Genetics, Yale University School of Medicine, New Haven, CT, USA.
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2
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Li M, DeMille M, Lovett M, Bosson-Heenan J, Frijters J, Gruen J. Phonological Awareness Mediates the Relationship between DCDC2 and Reading Performance with the Influence of Home Environment. RESEARCH SQUARE 2023:rs.3.rs-2786924. [PMID: 37214935 PMCID: PMC10197759 DOI: 10.21203/rs.3.rs-2786924/v1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Proficient reading requires critical phonological processing skill that interact with both genetic and environmental factors. However, the precise nature of the relationships between phonological processing and genetic and environmental factors are poorly understood. We analyzed data from the Genes, Reading and Dyslexia (GRaD) Study on 1,419 children ages 8 to 14 years from African-American and Hispanic-American family backgrounds living in North America. The analyses showed that phonological awareness mediated the relationship between DCDC2-READ1 and reading outcomes when parental education and socioeconomic status was low. The association between READ1 and reading performance is complex, whereby mediation by phonological awareness was significantly moderated by both parental education and socioeconomic status. These results show the importance of home environment and phonological skills when determining associations between READ1 and reading outcomes. This will be an important consideration in the development of genetic screening for risk of reading disability.
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Affiliation(s)
- Miao Li
- University of Houston/Harvard University
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3
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Garcia-Medina JJ, Bascuñana-Mas N, Sobrado-Calvo P, Gomez-Molina C, Rubio-Velazquez E, De-Paco-Matallana M, Zanon-Moreno V, Pinazo-Duran MD, Del-Rio-Vellosillo M. Macular Anatomy Differs in Dyslexic Subjects. J Clin Med 2023; 12:jcm12062356. [PMID: 36983356 PMCID: PMC10057708 DOI: 10.3390/jcm12062356] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2023] [Revised: 03/13/2023] [Accepted: 03/16/2023] [Indexed: 03/30/2023] Open
Abstract
The macula, as the central part of the retina, plays an important role in the reading process. However, its morphology has not been previously studied in the context of dyslexia. In this research, we compared the thickness of the fovea, parafovea and perifovea between dyslexic subjects and normal controls, in 11 retinal segmentations obtained by optical coherence tomography (OCT). With this aim, we considered the nine sectors of the Early Treatment Diabetic Retinopathy Study (ETDRS) grid and also summarized data from sectors into inner ring subfield (parafovea) and outer ring subfield (perifovea). The thickness in all the four parafoveal sectors was significantly thicker in the complete retina, inner retina and middle retina of both eyes in the dyslexic group, as well as other macular sectors (fovea and perifovea) in the inner nuclear layer (INL), inner plexiform layer (IPL), IPL + INL and outer plexiform layer + outer nuclear layer (OPL + ONL). Additionally, the inner ring subfield (parafovea), but not the outer ring subfield (perifovea), was thicker in the complete retina, inner retina, middle retina (INL + OPL + ONL), OPL + ONL, IPL + INL and INL in the dyslexic group for both eyes. In contrast, no differences were found between the groups in any of the sectors or subfields of the outer retina, retinal nerve fiber layer, ganglion cell layer or ganglion cell complex in any eye. Thus, we conclude from this exploratory research that the macular morphology differs between dyslexic and normal control subjects, as measured by OCT, especially in the parafovea at middle retinal segmentations.
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Affiliation(s)
- Jose Javier Garcia-Medina
- Department of Ophthalmology, Optometry, Otolaryngology and Pathology, University of Murcia, 30100 Murcia, Spain
- General University Hospital Reina Sofia, 30003 Murcia, Spain
- General University Hospital Morales Meseguer, 30008 Murcia, Spain
- Ophthalmic Research Unit "Santiago Grisolia", 46017 Valencia, Spain
- Spanish Net of Ophthalmic Pathology OFTARED RD16/0008/0022, Institute of Health Carlos III, 28029 Madrid, Spain
- Spanish Net of Inflammatory Diseases RICORS, Institute of Health Carlos III, 28029 Madrid, Spain
| | | | - Paloma Sobrado-Calvo
- Department of Ophthalmology, Optometry, Otolaryngology and Pathology, University of Murcia, 30100 Murcia, Spain
- General University Hospital Reina Sofia, 30003 Murcia, Spain
- Spanish Net of Ophthalmic Pathology OFTARED RD16/0008/0022, Institute of Health Carlos III, 28029 Madrid, Spain
- Spanish Net of Inflammatory Diseases RICORS, Institute of Health Carlos III, 28029 Madrid, Spain
| | - Celia Gomez-Molina
- General University Hospital Reina Sofia, 30003 Murcia, Spain
- General University Hospital Morales Meseguer, 30008 Murcia, Spain
| | | | | | - Vicente Zanon-Moreno
- Ophthalmic Research Unit "Santiago Grisolia", 46017 Valencia, Spain
- Spanish Net of Ophthalmic Pathology OFTARED RD16/0008/0022, Institute of Health Carlos III, 28029 Madrid, Spain
- Spanish Net of Inflammatory Diseases RICORS, Institute of Health Carlos III, 28029 Madrid, Spain
- Faculty of Health Sciences, International University of Valencia, 46002 Valencia, Spain
| | - Maria Dolores Pinazo-Duran
- Ophthalmic Research Unit "Santiago Grisolia", 46017 Valencia, Spain
- Spanish Net of Ophthalmic Pathology OFTARED RD16/0008/0022, Institute of Health Carlos III, 28029 Madrid, Spain
- Spanish Net of Inflammatory Diseases RICORS, Institute of Health Carlos III, 28029 Madrid, Spain
- Cellular and Molecular Ophthalmobiology Group, Surgery Department, Faculty of Medicine and Odontology, University of Valencia, 46010 Valencia, Spain
| | - Monica Del-Rio-Vellosillo
- University Hospital Virgen de la Arrixaca, 30120 Murcia, Spain
- Department of Surgery, Obstetrics and Gynecology and Pediatrics, University of Murcia, 30100 Murcia, Spain
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4
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Lachmann T, Bergström K. The multiple-level framework of developmental dyslexia: the long trace from a neurodevelopmental deficit to an impaired cultural technique. JOURNAL OF CULTURAL COGNITIVE SCIENCE 2023. [DOI: 10.1007/s41809-023-00118-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
Abstract
AbstractDevelopmental dyslexia is a neurodevelopmental disorder characterized by an unexpected impairment in literacy acquisition leading to specific poor academic achievement and possible secondary symptoms. The multi-level framework of developmental dyslexia considers five levels of a causal pathway on which a given genotype is expressed and hierarchically transmitted from one level to the next under the increasing influence of individual learning-relevant traits and environmental factors moderated by cultural conditions. These levels are the neurobiological, the information processing and the skill level (prerequisites and acquisition of literacy skills), the academic achievement level and the level of secondary effects. Various risk factors are present at each level within the assumed causal pathway and can increase the likelihood of exhibiting developmental dyslexia. Transition from one level to the next is neither unidirectional nor inevitable. This fact has direct implications for prevention and intervention which can mitigate transitions from one level to the next. In this paper, various evidence-based theories and findings regarding deficits at different levels are placed in the proposed framework. In addition, the moderating effect of cultural impact at and between information processing and skill levels are further elaborated based on a review of findings regarding influences of different writing systems and orthographies. These differences impose culture-specific demands for literacy-specific cognitive procedures, influencing both literacy acquisition and the manifestation of developmental dyslexia.
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Ladányi E, Persici V, Fiveash A, Tillmann B, Gordon RL. Is atypical rhythm a risk factor for developmental speech and language disorders? WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2020; 11:e1528. [PMID: 32244259 PMCID: PMC7415602 DOI: 10.1002/wcs.1528] [Citation(s) in RCA: 60] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/06/2019] [Revised: 03/07/2020] [Accepted: 03/09/2020] [Indexed: 01/07/2023]
Abstract
Although a growing literature points to substantial variation in speech/language abilities related to individual differences in musical abilities, mainstream models of communication sciences and disorders have not yet incorporated these individual differences into childhood speech/language development. This article reviews three sources of evidence in a comprehensive body of research aligning with three main themes: (a) associations between musical rhythm and speech/language processing, (b) musical rhythm in children with developmental speech/language disorders and common comorbid attentional and motor disorders, and (c) individual differences in mechanisms underlying rhythm processing in infants and their relationship with later speech/language development. In light of converging evidence on associations between musical rhythm and speech/language processing, we propose the Atypical Rhythm Risk Hypothesis, which posits that individuals with atypical rhythm are at higher risk for developmental speech/language disorders. The hypothesis is framed within the larger epidemiological literature in which recent methodological advances allow for large-scale testing of shared underlying biology across clinically distinct disorders. A series of predictions for future work testing the Atypical Rhythm Risk Hypothesis are outlined. We suggest that if a significant body of evidence is found to support this hypothesis, we can envision new risk factor models that incorporate atypical rhythm to predict the risk of developing speech/language disorders. Given the high prevalence of speech/language disorders in the population and the negative long-term social and economic consequences of gaps in identifying children at-risk, these new lines of research could potentially positively impact access to early identification and treatment. This article is categorized under: Linguistics > Language in Mind and Brain Neuroscience > Development Linguistics > Language Acquisition.
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Affiliation(s)
- Enikő Ladányi
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA
| | - Valentina Persici
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA.,Department of Psychology, Università degli Studi di Milano - Bicocca, Milan, Italy.,Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee, USA
| | - Anna Fiveash
- Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, CRNL, INSERM, University of Lyon 1, U1028, CNRS, UMR5292, Lyon, France
| | - Barbara Tillmann
- Lyon Neuroscience Research Center, Auditory Cognition and Psychoacoustics Team, CRNL, INSERM, University of Lyon 1, U1028, CNRS, UMR5292, Lyon, France
| | - Reyna L Gordon
- Department of Otolaryngology, Vanderbilt University Medical Center, Nashville, Tennessee, USA.,Vanderbilt Brain Institute, Vanderbilt University, Nashville, Tennessee, USA.,Vanderbilt Genetics Institute, Vanderbilt University, Nashville, Tennessee, USA.,Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, Tennessee, USA
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6
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Romeo RR, Christodoulou JA, Halverson KK, Murtagh J, Cyr AB, Schimmel C, Chang P, Hook PE, Gabrieli JDE. Socioeconomic Status and Reading Disability: Neuroanatomy and Plasticity in Response to Intervention. Cereb Cortex 2019; 28:2297-2312. [PMID: 28591795 DOI: 10.1093/cercor/bhx131] [Citation(s) in RCA: 65] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2016] [Accepted: 05/09/2017] [Indexed: 01/18/2023] Open
Abstract
Although reading disability (RD) and socioeconomic status (SES) are independently associated with variation in reading ability and brain structure/function, the joint influence of SES and RD on neuroanatomy and/or response to intervention is unknown. In total, 65 children with RD (ages 6-9) with diverse SES were assigned to an intensive, 6-week summer reading intervention (n = 40) or to a waiting-list control group (n = 25). Before and after, all children completed standardized reading assessments and magnetic resonance imaging to measure cortical thickness. At baseline, higher SES correlated with greater vocabulary and greater cortical thickness in bilateral perisylvian and supramarginal regions-especially in left pars opercularis. Within the intervention group, lower SES was associated with both greater reading improvement and greater cortical thickening across broad, bilateral occipitotemporal and temporoparietal regions following the intervention. Additionally, treatment responders (n = 20), compared with treatment nonresponders (n = 19), exhibited significantly greater cortical thickening within similar regions. The waiting control and nonresponder groups exhibited developmentally typical, nonsignificant cortical thinning during this time period. These findings indicate that effective summer reading intervention is coupled with cortical growth, and is especially beneficial for children with RD who come from lower-SES home environments.
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Affiliation(s)
- Rachel R Romeo
- Division of Medical Sciences, Harvard Medical School and Harvard University, Boston, MA, USA.,McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Joanna A Christodoulou
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.,Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA.,Harvard Graduate School of Education, Cambridge, MA, USA
| | - Kelly K Halverson
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Jack Murtagh
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Abigail B Cyr
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Carly Schimmel
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Patricia Chang
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA
| | - Pamela E Hook
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA, USA
| | - John D E Gabrieli
- McGovern Institute for Brain Research and Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA.,Harvard Graduate School of Education, Cambridge, MA, USA.,MIT Integrated Learning Initiative, Cambridge, MA, USA
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7
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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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Ozernov-Palchik O, Norton ES, Wang Y, Beach SD, Zuk J, Wolf M, Gabrieli JDE, Gaab N. The relationship between socioeconomic status and white matter microstructure in pre-reading children: A longitudinal investigation. Hum Brain Mapp 2018; 40:741-754. [PMID: 30276914 DOI: 10.1002/hbm.24407] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2018] [Revised: 09/11/2018] [Accepted: 09/17/2018] [Indexed: 12/18/2022] Open
Abstract
Reading is a learned skill crucial for educational attainment. Children from families of lower socioeconomic status (SES) tend to have poorer reading performance and this gap widens across years of schooling. Reading relies on the orchestration of multiple neural systems integrated via specific white-matter pathways, but there is limited understanding about whether these pathways relate differentially to reading performance depending on SES background. Kindergarten white-matter FA and second-grade reading outcomes were investigated in an SES-diverse sample of 125 children. The three left-hemisphere white-matter tracts most associated with reading, and their right-hemisphere homologs, were examined: arcuate fasciculus (AF), superior longitudinal fasciculus (SLF), and inferior longitudinal fasciculus (ILF). There was a significant and positive association between SES and fractional anisotropy (FA) in the bilateral ILF in kindergarten. SES moderated the association between kindergarten ILF and second grade reading performance, such that it was positive in lower-SES children, but not significant in higher-SES children. These results have implications for understanding the role of the environment in the development of the neural pathways that support reading.
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Affiliation(s)
- Ola Ozernov-Palchik
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA.,Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA
| | - Elizabeth S Norton
- Department of Communication Sciences and Disorders, Department of Medical Social Sciences, and Institute for Innovations in Developmental Sciences, Northwestern University, Evanston, IL
| | - Yingying Wang
- College of Education and Human Sciences, University of Nebraska, Lincoln, NE
| | - Sara D Beach
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA.,Harvard Medical School, Boston, Massachusetts Boston Children's Hospital, Boston, MA
| | - Jennifer Zuk
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA.,Harvard Medical School, Boston, Massachusetts Boston Children's Hospital, Boston, MA
| | - Maryanne Wolf
- Center for Dyslexia, Diverse Learners, and Social Justice, Graduate School of Education and Information Studies, UCLA
| | - John D E Gabrieli
- Department of Brain and Cognitive Sciences and McGovern Institute for Brain Research, Massachusetts Institute of Technology, Cambridge, MA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA.,Harvard Medical School, Boston, Massachusetts Boston Children's Hospital, Boston, MA
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9
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Swagerman SC, van Bergen E, Dolan C, de Geus EJC, Koenis MMG, Hulshoff Pol HE, Boomsma DI. Genetic transmission of reading ability. BRAIN AND LANGUAGE 2017; 172:3-8. [PMID: 26300341 DOI: 10.1016/j.bandl.2015.07.008] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2015] [Revised: 07/01/2015] [Accepted: 07/16/2015] [Indexed: 05/07/2023]
Abstract
Reading is the processing of written language. Family resemblance for reading (dis)ability might be due to transmission of a genetic liability or due to family environment, including cultural transmission from parents to offspring. Familial-risk studies exploring neurobehavioral precursors for dyslexia and twin studies can only speak to some of these issues, but a combined twin-family study can resolve the nature of the transmitted risk. Word-reading fluency scores of 1100 participants from 431 families (with twins, siblings and their parents) were analyzed to estimate genetic and environmental sources of variance, and to test the presence of assortative mating and cultural transmission. Results show that variation in reading ability is mainly caused by additive and non-additive genetic factors (64%). The substantial assortative mating (rfather-mother=0.38) has scientific and clinical implications. We conclude that parents and offspring tend to resemble each other for genetic reasons, and not due to cultural transmission.
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Affiliation(s)
- Suzanne C Swagerman
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands.
| | - Elsje van Bergen
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands; Department of Experimental Psychology, University of Oxford, 9 South Parks Road, Oxford OX1 3UD, United Kingdom
| | - Conor Dolan
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
| | - Eco J C de Geus
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands; EMGO(+) Institute of Health and Care Research, VU University Medical Center, Van der Boechorststraat 7, 1081 BT Amsterdam, The Netherlands
| | - Marinka M G Koenis
- Brain Center Rudolf Magnus, Department of Psychiatry, University Medical Center Utrecht, Universiteitsweg 100, 3584 CG Utrecht, The Netherlands
| | - Hilleke E Hulshoff Pol
- Brain Center Rudolf Magnus, Department of Psychiatry, University Medical Center Utrecht, Universiteitsweg 100, 3584 CG Utrecht, The Netherlands
| | - Dorret I Boomsma
- Department of Biological Psychology, VU University Amsterdam, van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands
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10
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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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11
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Bishop DVM. The interface between genetics and psychology: lessons from developmental dyslexia. Proc Biol Sci 2016; 282:20143139. [PMID: 25854887 DOI: 10.1098/rspb.2014.3139] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023] Open
Abstract
Developmental dyslexia runs in families, and twin studies have confirmed that there is a substantial genetic contribution to poor reading. The way in which discoveries in molecular genetics are reported can be misleading, encouraging us to think that there are specific genes that might be used to screen for disorder. However, dyslexia is not a classic Mendelian disorder that is caused by a mutation in a single gene. Rather, like many other common disorders, it appears to involve combined effects of many genes and environmental factors, each of which has a small influence, possibly supplemented by rare variants that have larger effects but apply to only a minority of cases. Furthermore, to see clearer relationships between genotype and phenotype, we may need to move beyond the clinical category of dyslexia to look at underlying cognitive deficits that may be implicated in other neurodevelopmental disorders.
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Affiliation(s)
- D V M Bishop
- Department of Experimental Psychology, University of Oxford, South Parks Road, Oxford OX1 3UD, UK
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12
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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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13
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Soriano-Ferrer M, Piedra Martínez E. A review of the neurobiological basis of dyslexia in the adult population. Neurologia 2014; 32:50-57. [PMID: 25444408 DOI: 10.1016/j.nrl.2014.08.003] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2014] [Accepted: 08/08/2014] [Indexed: 01/18/2023] Open
Abstract
INTRODUCTION Adult dyslexia affects about 4% of the population. However, studies on the neurobiological basis of dyslexia in adulthood are scarce compared to paediatric studies. AIM This review investigates the neurobiological basis of dyslexia in adulthood. DEVELOPMENT Using PsycINFO, a database of psychology abstracts, we identified 11 studies on genetics, 9 neurostructural studies, 13 neurofunctional studies and 24 neurophysiological studies. Results from the review show that dyslexia is highly heritable and displays polygenic transmission. Likewise, adult neuroimaging studies found structural, functional, and physiological changes in the parieto-occipital and occipito-temporal regions, and in the inferior frontal gyrus, in adults with dyslexia. CONCLUSION According to different studies, aetiology in cases of adult dyslexia is complex. We stress the need for neurobiological studies of dyslexia in languages with transparent spelling systems.
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Affiliation(s)
- M Soriano-Ferrer
- Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad de Valencia, Valencia, España.
| | - E Piedra Martínez
- Escuela de Educación Especial, Escuela de Psicología Educativa, Facultad de Filosofía, Universidad del Azuay, Cuenca, Ecuador
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