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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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2
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Galaburda AM. Animal models of developmental dyslexia. Front Neurosci 2022; 16:981801. [DOI: 10.3389/fnins.2022.981801] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 10/28/2022] [Indexed: 11/15/2022] Open
Abstract
As some critics have stated, the term “developmental dyslexia” refers to a strictly human disorder, relating to a strictly human capacity – reading – so it cannot be modeled in experimental animals, much less so in lowly rodents. However, two endophenotypes associated with developmental dyslexia are eminently suitable for animal modeling: Cerebral Lateralization, as illustrated by the association between dyslexia and non-righthandedness, and Cerebrocortical Dysfunction, as illustrated by the described abnormal structural anatomy and/or physiology and functional imaging of the dyslexic cerebral cortex. This paper will provide a brief review of these two endophenotypes in human beings with developmental dyslexia and will describe the animal work done in my laboratory and that of others to try to shed light on the etiology of and neural mechanisms underlying developmental dyslexia. Some thought will also be given to future directions of the research.
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3
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Gabel LA, Battison A, Truong DT, Lindström ER, Voss K, Yu YC, Roongruengratanakul S, Shyntassov K, Riebesell S, Toumanios N, Nielsen-Pheiffer CM, Paniagua S, Gruen JR. Orthographic Depth May Influence the Degree of Severity of Maze Learning Performance in Children at Risk for Reading Disorder. Dev Neurosci 2022; 44:651-670. [PMID: 36223729 PMCID: PMC9928771 DOI: 10.1159/000527480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Accepted: 10/06/2022] [Indexed: 11/19/2022] Open
Abstract
Reading disability (RD), which affects between 5 and 17% of the population worldwide, is the most prevalent form of learning disability, and is associated with underactivation of a universal reading network in children. However, recent research suggests there are differences in learning rates on cognitive predictors of reading performance, as well as differences in activation patterns within the reading neural network, based on orthographic depth (i.e., transparent/shallow vs. deep/opaque orthographies) in children with RD. Recently, we showed that native English-speaking children with RD exhibit impaired performance on a maze learning task that taps into the same neural networks that are activated during reading. In addition, we demonstrated that genetic risk for RD strengthens the relationship between reading impairment and maze learning performance. However, it is unclear whether the results from these studies can be broadly applied to children from other language orthographies. In this study, we examined whether low reading skill was associated with poor maze learning performance in native English-speaking and native German-speaking children, and the influence of genetic risk for RD on cognition and behavior. In addition, we investigated the link between genetic risk and performance on this task in an orthographically diverse sample of children attending an English-speaking international school in Germany. The results from our data suggest that children with low reading skill, or with a genetic risk for reading impairment, exhibit impaired performance on the maze learning task, regardless of orthographic depth. However, these data also suggest that orthographic depth influences the degree of impairment on this task. The maze learning task requires the involvement of various cognitive processes and neural networks that underlie reading, but is not influenced by potential differences in reading experience due to lack of text or oral reporting. As a fully automated tool, it does not require specialized training to administer, and current results suggest it may be a practicable screening tool for early identification of reading impairment across orthographies.
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Affiliation(s)
- Lisa A. Gabel
- Department of Psychology, Lafayette College, Easton, PA
- Program in Neuroscience, Lafayette College, Easton, PA
| | | | | | - Esther R. Lindström
- Department of Education and Human Services, Lehigh University, Bethlehem, PA
| | - Kelsey Voss
- Program in Neuroscience, Lafayette College, Easton, PA
| | - Yih-Choung Yu
- Department of Electrical & Computer Engineering, Lafayette College, Easton, PA
| | | | | | | | | | | | - Steven Paniagua
- Department of Genetics, Yale School of Medicine, New Haven, CT
| | - Jeffrey R. Gruen
- Department of Genetics, Yale School of Medicine, New Haven, CT
- Department of Pediatrics, Yale School of Medicine, New Haven, CT
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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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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.
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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
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6
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Developmental dyslexia: A new look at clinical features and brain mechanisms. HANDBOOK OF CLINICAL NEUROLOGY 2020. [PMID: 32977895 DOI: 10.1016/b978-0-444-64148-9.00004-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register]
Abstract
Developmental dyslexia is the commonest "specific learning disorder" (DSM-5) or "developmental learning disorder with impairment in reading" (ICD-11). This impairment in reading acquisition is related to a defect in the installation of cognitive precursors necessary to master the grapheme-phoneme conversion. Its origin is largely genetic, but many environmental factors seem capable of modulating symptom intensity. Three types of presentation, roughly equal in occurrence, are useful to distinguish according to the associated disorders (language, attentional, and/or motor coordination), thus suggesting, at least in part, potentially different mechanisms at their origin. In adolescence and adulthood the clinical presentation tends to bear a more uniform pattern, covering a large range of severity depending on each person's ability to compensate for their deficit. Research has demonstrated dysfunction of specific brain areas during reading-related tasks (using fMRI), essentially in the left cerebral hemisphere, but also atypical patterns of connectivity (using diffusion imaging), further supplemented by functional connectivity studies at rest. The current therapeutic recommendations emphasize the need for multidisciplinary care, giving priority, depending on the clinical form, to the language, psychomotor, or neuropsychologic aspects of rehabilitation. Various training methods whose effectiveness has been scientifically tested are reviewed, emphasizing those exploiting the hypothesis of a lack of intermodal connectivity between separate cognitive systems.
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Hammill DD, Allen EA. A Revised Discrepancy Method for Identifying Dyslexia. JOURNAL OF PEDIATRIC NEUROPSYCHOLOGY 2020. [DOI: 10.1007/s40817-020-00079-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
AbstractThe issue of how to reliably identify students with developmental dyslexia in order that they may serve in research studies and receive appropriate intervention has been unresolved for decades. The primary issue is how to distinguish students who are likely to have dyslexia from the considerable number of students who are simply poor readers. The present study explores the feasibility of developing a valid method for selecting students with dyslexia to serve as subjects in research studies and to enroll in special intervention programs. After consulting 16 definitions of dyslexia, five common elements were identified, and operational criteria were developed for four of the elements. These criteria were applied to 70 school-identified students with dyslexia residing in eight states. The results were used to establish three categories of likelihood for dyslexia: very likely, likely, and not very likely. According to our revised discrepancy method, 51% of the students currently receiving services under the dyslexia label satisfied the dyslexia likelihood criteria of very likely or likely. The remaining 49% did not satisfy the dyslexia likelihood criteria (i.e., they were not very likely to have dyslexia). Most researchers would probably agree that the students identified by this revised discrepancy method do in fact have dyslexia (i.e., seriously low reading ability, average or better cognitive ability, and a standard score difference of 15 to 29 points [for likely] and 30 points or more [for very likely]).
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Centanni TM, Norton ES, Ozernov-Palchik O, Park A, Beach SD, Halverson K, Gaab N, Gabrieli JDE. Disrupted left fusiform response to print in beginning kindergartners is associated with subsequent reading. Neuroimage Clin 2019; 22:101715. [PMID: 30798165 PMCID: PMC6389729 DOI: 10.1016/j.nicl.2019.101715] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2018] [Revised: 02/06/2019] [Accepted: 02/09/2019] [Indexed: 12/02/2022]
Abstract
Dyslexia is a common neurobiological disorder in which a child fails to acquire typical word reading skills despite adequate opportunity and intelligence. The visual word form area (VWFA) is a region within the left fusiform gyrus that specializes for print over the course of reading acquisition and is often hypoactivated in individuals with dyslexia. It is currently unknown whether atypicalities in this brain region are already present in kindergarten children who will subsequently develop dyslexia. Here, we measured fMRI activation in response to letters and false fonts in bilateral fusiform gyrus in children with and without risk for dyslexia (defined by family history or low scores on assessments of pre-reading skills, such as phonological awareness). We then followed these children longitudinally through the end of second grade to evaluate whether brain activation patterns in kindergarten were related to second-grade reading outcomes. Compared to typical readers who exhibited no risk factors for reading impairment in kindergarten, there was significant hypoactivation to both letters and false-fonts in the left fusiform gyrus in at-risk children who subsequently developed reading impairment, but not in at-risk children who developed typical reading skills. There were no significant differences in letter- or false-font responses in the right fusiform gyrus among the groups. The finding that hypoactivation to print in the VWFA is present in children who subsequently develop reading impairment even prior to the onset of formal reading instruction suggests that atypical responses to print play an early role in the development of reading impairments such as dyslexia.
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Affiliation(s)
- Tracy M Centanni
- McGovern Institute for Brain Research and MIT Integrated Learning Initiative, Massachusetts Institute of Technology, Cambridge, MA 02139, United States; Texas Christian University, Fort Worth, TX 76129, United States.
| | - Elizabeth S Norton
- McGovern Institute for Brain Research and MIT Integrated Learning Initiative, Massachusetts Institute of Technology, Cambridge, MA 02139, United States; Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL 60208, United States
| | - Ola Ozernov-Palchik
- McGovern Institute for Brain Research and MIT Integrated Learning Initiative, Massachusetts Institute of Technology, Cambridge, MA 02139, United States
| | - Anne Park
- McGovern Institute for Brain Research and MIT Integrated Learning Initiative, Massachusetts Institute of Technology, Cambridge, MA 02139, United States
| | - Sara D Beach
- McGovern Institute for Brain Research and MIT Integrated Learning Initiative, Massachusetts Institute of Technology, Cambridge, MA 02139, United States
| | - Kelly Halverson
- McGovern Institute for Brain Research and MIT Integrated Learning Initiative, Massachusetts Institute of Technology, Cambridge, MA 02139, United States
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA, United States; Harvard Medical School, Boston, MA, United States; Harvard Graduate School of Education, Cambridge, MA, United States
| | - John D E Gabrieli
- McGovern Institute for Brain Research and MIT Integrated Learning Initiative, Massachusetts Institute of Technology, Cambridge, MA 02139, United States
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Gialluisi A, Andlauer TFM, Mirza-Schreiber N, Moll K, Becker J, Hoffmann P, Ludwig KU, Czamara D, St Pourcain B, Brandler W, Honbolygó F, Tóth D, Csépe V, Huguet G, 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, 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 scan identifies new variants associated with a cognitive predictor of dyslexia. Transl Psychiatry 2019; 9:77. [PMID: 30741946 PMCID: PMC6370792 DOI: 10.1038/s41398-019-0402-0] [Citation(s) in RCA: 56] [Impact Index Per Article: 11.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/06/2018] [Accepted: 01/02/2019] [Indexed: 12/12/2022] Open
Abstract
Developmental dyslexia (DD) is one of the most prevalent learning disorders, with high impact on school and psychosocial development and high comorbidity with conditions like attention-deficit hyperactivity disorder (ADHD), depression, and anxiety. DD is characterized by deficits in different cognitive skills, including word reading, spelling, rapid naming, and phonology. To investigate the genetic basis of DD, we conducted a genome-wide association study (GWAS) of these skills within one of the largest studies available, including nine cohorts of reading-impaired and typically developing children of European ancestry (N = 2562-3468). We observed a genome-wide significant effect (p < 1 × 10-8) on rapid automatized naming of letters (RANlet) for variants on 18q12.2, within MIR924HG (micro-RNA 924 host gene; rs17663182 p = 4.73 × 10-9), and a suggestive association on 8q12.3 within NKAIN3 (encoding a cation transporter; rs16928927, p = 2.25 × 10-8). rs17663182 (18q12.2) also showed genome-wide significant multivariate associations with RAN measures (p = 1.15 × 10-8) and with all the cognitive traits tested (p = 3.07 × 10-8), suggesting (relational) pleiotropic effects of this variant. A polygenic risk score (PRS) analysis revealed significant genetic overlaps of some of the DD-related traits with educational attainment (EDUyears) and ADHD. Reading and spelling abilities were positively associated with EDUyears (p ~ [10-5-10-7]) and negatively associated with ADHD PRS (p ~ [10-8-10-17]). This corroborates a long-standing hypothesis on the partly shared genetic etiology of DD and ADHD, at the genome-wide level. Our findings suggest new candidate DD susceptibility genes and provide new insights into the genetics of dyslexia and its comorbities.
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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 (Sypartially), 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 (Sypartially), Munich, Germany
| | - Nazanin Mirza-Schreiber
- Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany
| | - Kristina Moll
- Department of Child and Adolescent Psychiatry, Psychosomatic, and Psychotherapy, Ludwig-Maximilians University, Munich, Germany
| | - Jessica Becker
- Institute of Human Genetics, University of Bonn, Bonn, Germany
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany
| | - Per Hoffmann
- Institute of Human Genetics, University of Bonn, Bonn, Germany
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany
| | - Kerstin U Ludwig
- Institute of Human Genetics, University of Bonn, Bonn, Germany
- Department of Genomics, Life & Brain Center, 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, Nijmegen, Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
- MRC Integrative Epidemiology Unit, University of Bristol, Bristol, UK
| | - William Brandler
- University of California San Diego, Department of Psychiatry, San Diego, CA, USA
| | - 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, Paris, France
- University Paris Diderot, Sorbonne Paris Cité, Paris, France
| | - Andrew P Morris
- Department of Biostatistics, Universiy of Liverpool, Liverpool, UK
- Wellcome Trust 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
- Developmental Neuroscience Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE, USA
| | - Bruce F Pennington
- Developmental Neuropsychology Lab & Clinic, Department of Psychology, University of Denver, Denver, CO, USA
| | - Anniek Vaessen
- Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience & Maastricht Brain Imaging Center (M-BIC), Maastricht University, Maastricht, 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), Zurich, Switzerland
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim/Heidelberg University, Mannheim, Germany
- Neuroscience Center Zurich, University of Zurich and ETH Zurich, Zurich, Switzerland
| | - Milene Bonte
- Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience & Maastricht Brain Imaging Center (M-BIC), Maastricht University, Maastricht, 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, Paris, France
- University Paris Diderot, Sorbonne Paris Cité, Paris, France
| | - Arndt Wilcke
- Cognitive Genetics Unit, Fraunhofer Institute for Cell Therapy and Immunology, Leipzig, Germany
| | - Clyde Francks
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
| | - Thomas Bourgeron
- Human Genetics and Cognitive Functions Unit, Institut Pasteur, Paris, France
- University Paris Diderot, Sorbonne Paris Cité, Paris, France
| | - Anthony P Monaco
- Wellcome Trust 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 Research University, Paris, France
| | - Karin Landerl
- Institute of Psychology, University of Graz, Graz, Austria and BioTechMed, Graz, Austria
| | - Juha Kere
- Department of Biosciences and Nutrition, Karolinska Institutet, Huddinge, Sweden
- Molecular Medicine Program, Biomedicum, University of Helsinki, and Folkhälsan Institute of Genetics, Helsinki, Finland
- School of Basic and Medical Biosciences, King's College London, London, UK
| | - Thomas S Scerri
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford, UK
- The Walter and Eliza Hall Institute of Medical Research & Melbourne University, Melbourne, Australia
| | | | - Simon E Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, Netherlands
| | - Johannes Schumacher
- Institute of Human Genetics, University of Bonn, Bonn, Germany
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany
| | - Markus M Nöthen
- Institute of Human Genetics, University of Bonn, Bonn, Germany
- Department of Genomics, Life & Brain Center, 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 (Sypartially), 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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10
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Le Guen Y, Amalric M, Pinel P, Pallier C, Frouin V. Shared genetic aetiology between cognitive performance and brain activations in language and math tasks. Sci Rep 2018; 8:17624. [PMID: 30514932 PMCID: PMC6279777 DOI: 10.1038/s41598-018-35665-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2018] [Accepted: 11/10/2018] [Indexed: 01/14/2023] Open
Abstract
Cognitive performance is highly heritable. However, little is known about common genetic influences on cognitive ability and brain activation when engaged in a cognitive task. The Human Connectome Project (HCP) offers a unique opportunity to study this shared genetic etiology with an extended pedigree of 785 individuals. To investigate this common genetic origin, we took advantage of the HCP dataset, which includes both language and mathematics activation tasks. Using the HCP multimodal parcellation, we identified areals in which inter-individual functional MRI (fMRI) activation variance was significantly explained by genetics. Then, we performed bivariate genetic analyses between the neural activations and behavioral scores, corresponding to the fMRI task accuracies, fluid intelligence, working memory and language performance. We observed that several parts of the language network along the superior temporal sulcus, as well as the angular gyrus belonging to the math processing network, are significantly genetically correlated with these indicators of cognitive performance. This shared genetic etiology provides insights into the brain areas where the human-specific genetic repertoire is expressed. Studying the association of polygenic risk scores, using variants associated with human cognitive ability and brain activation, would provide an opportunity to better understand where these variants are influential.
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Affiliation(s)
- Yann Le Guen
- Neurospin, Institut Joliot, CEA, Université Paris-Saclay, Gif-sur-Yvette, France.
| | - Marie Amalric
- Cognitive Neuroimaging Unit, U992, INSERM, Neurospin, Institut Joliot, CEA, Université Paris-Saclay, Gif-sur-Yvette, France
| | - Philippe Pinel
- Cognitive Neuroimaging Unit, U992, INSERM, Neurospin, Institut Joliot, CEA, Université Paris-Saclay, Gif-sur-Yvette, France
| | - Christophe Pallier
- Cognitive Neuroimaging Unit, U992, INSERM, Neurospin, Institut Joliot, CEA, Université Paris-Saclay, Gif-sur-Yvette, France
| | - Vincent Frouin
- Neurospin, Institut Joliot, CEA, Université Paris-Saclay, Gif-sur-Yvette, France
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11
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Li M, Malins JG, DeMille MMC, Lovett MW, Truong DT, Epstein K, Lacadie C, Mehta C, Bosson-Heenan J, Gruen JR, Frijters JC. A molecular-genetic and imaging-genetic approach to specific comprehension difficulties in children. NPJ SCIENCE OF LEARNING 2018; 3:20. [PMID: 30631481 PMCID: PMC6249284 DOI: 10.1038/s41539-018-0034-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/12/2018] [Revised: 08/08/2018] [Accepted: 08/21/2018] [Indexed: 06/09/2023]
Abstract
Children with poor reading comprehension despite typical word reading skills were examined using neuropsychological, genetic, and neuroimaging data collected from the Genes, Reading and Dyslexia Study of 1432 Hispanic American and African American children. This unexpected poor comprehension was associated with profound deficits in vocabulary, when compared to children with comprehension skills consistent with their word reading. Those with specific comprehension difficulties were also more likely to have RU2Short alleles of READ1 regulatory variants of DCDC2, strongly associated with reading and language difficulties. Subjects with RU2Short alleles showed stronger resting state functional connectivity between the right insula/inferior frontal gyrus and the right supramarginal gyrus, even after controlling for potentially confounding variables including genetic ancestry and socioeconomic status. This multi-disciplinary approach advances the current understanding of specific reading comprehension difficulties, and suggests the need for interventions that are more appropriately tailored to the specific comprehension deficits of this group of children.
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Affiliation(s)
- Miao Li
- Department of Curriculum and Instruction, College of Education, University of Houston, Houston, TX USA
- Graduate School of Education, Harvard University, Cambridge, MA USA
| | - Jeffrey G. Malins
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT USA
- Haskins Laboratories, New Haven, CT USA
| | | | - Maureen W. Lovett
- Neurosciences and Mental Health Program, Learning Disabilities Research Program, The Hospital for Sick Children, University of Toronto, Toronto, ON Canada
| | - Dongnhu T. Truong
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT USA
| | - Katherine Epstein
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT USA
| | - Cheryl Lacadie
- Department of Diagnostic Radiology, Yale University School of Medicine, New Haven, CT USA
| | - Chintan Mehta
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT USA
| | - Joan Bosson-Heenan
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT USA
| | - Jeffrey R. Gruen
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT USA
- Department of Genetics and the Investigative Medicine Program, Yale University School of Medicine, New Haven, CT USA
| | - Jan C. Frijters
- Faculty of Social Sciences, Department of Child and Youth Studies, Brock University, St. Catharines, ON Canada
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12
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Perera H, Shiratuddin MF, Wong KW. Review of EEG-based pattern classification frameworks for dyslexia. Brain Inform 2018; 5:4. [PMID: 29904812 PMCID: PMC6094381 DOI: 10.1186/s40708-018-0079-9] [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: 05/19/2016] [Accepted: 04/18/2018] [Indexed: 12/04/2022] Open
Abstract
Dyslexia is a disability that causes difficulties in reading and writing despite average intelligence. This hidden disability often goes undetected since dyslexics are normal and healthy in every other way. Electroencephalography (EEG) is one of the upcoming methods being researched for identifying unique brain activation patterns in dyslexics. The aims of this paper are to examine pros and cons of existing EEG-based pattern classification frameworks for dyslexia and recommend optimisations through the findings to assist future research. A critical analysis of the literature is conducted focusing on each framework’s (1) data collection, (2) pre-processing, (3) analysis and (4) classification methods. A wide range of inputs as well as classification approaches has been experimented for the improvement in EEG-based pattern classification frameworks. It was uncovered that incorporating reading- and writing-related tasks to experiments used in data collection may help improve these frameworks instead of using only simple tasks, and those unwanted artefacts caused by body movements in the EEG signals during reading and writing activities could be minimised using artefact subspace reconstruction. Further, support vector machine is identified as a promising classifier to be used in EEG-based pattern classification frameworks for dyslexia.
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Affiliation(s)
- Harshani Perera
- School of Engineering and Information Technology, Murdoch University, Murdoch, Australia.
| | | | - Kok Wai Wong
- School of Engineering and Information Technology, Murdoch University, Murdoch, Australia
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13
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Yu X, Zuk J, Gaab N. What Factors Facilitate Resilience in Developmental Dyslexia? Examining Protective and Compensatory Mechanisms Across the Neurodevelopmental Trajectory. CHILD DEVELOPMENT PERSPECTIVES 2018; 12:240-246. [PMID: 30510595 DOI: 10.1111/cdep.12293] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
Developmental dyslexia is a specific learning disability characterized by deficits reading single words. Dyslexia is heritable and has been associated with neural alterations in regions of the left hemisphere in the brain. Cognitive and neural atypicalities have been observed before children with familial risk for dyslexia begin reading, yet children who are at risk subsequently develop reading abilities on a continuum from good to poor. Of those children who develop good reading skills, what factors are associated with more successful outcomes? In this article, we review findings describing genetic, cognitive, neurobiological, and environmental factors that facilitate reading development and propose a model of neural pathways to support successful reading development in at-risk children. This research can inform educational and clinical strategies to support at-risk children. Investigating factors that contribute to the variance in behavioral outcomes among at-risk children may help us understand developmental disorders and associated etiological, compensatory, and protective factors.
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Affiliation(s)
- Xi Yu
- Boston Children's Hospital.,Harvard Medical School
| | - Jennifer Zuk
- Boston Children's Hospital.,Harvard Medical School
| | - Nadine Gaab
- Boston Children's Hospital.,Harvard Medical School.,Harvard Graduate School of Education
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14
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Battaglia M, Khan WU. Reappraising Preclinical Models of Separation Anxiety Disorder, Panic Disorder, and CO 2 Sensitivity: Implications for Methodology and Translation into New Treatments. Curr Top Behav Neurosci 2018; 40:195-217. [PMID: 29696603 DOI: 10.1007/7854_2018_42] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Separation anxiety applies to multiple forms of distress responses seen in mammals during postnatal development, including separation from a caregiver. Childhood separation anxiety disorder is an important risk factor for developing panic disorder in early adulthood, and both conditions display an increased sensitivity to elevated CO2 concentrations inhaled from the air. By interfacing epidemiological, genetic, and physiological knowledge with preclinical animal research models, it is possible to decipher the mechanisms that are central to separation anxiety and panic disorders while also suggesting possible therapies. Preclinical research models allow for environmentally controlled studies of early interferences with parental care. These models have shown that different forms of early maternal separation in mice and rats induce elevated CO2 respiratory sensitivity, an important biomarker of separation anxiety and panic disorders. In mice, this is likely due to gene-environment interactions that affect multiple behavioural and physical phenotypes after exposure to this early adversity. Although several questions regarding the causal mechanism of separation anxiety and panic disorder remain unanswered, the identification and improved understanding of biomarkers that link these mental health conditions under the guise of preclinical research models in conjunction with human longitudinal cohort studies can help resolve these issues.
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Affiliation(s)
- Marco Battaglia
- Division of Child, Youth and Emerging Adulthood Psychiatry, Centre for Addiction & Mental Health, Toronto, ON, Canada.
- Department of Psychiatry, University of Toronto, Toronto, ON, Canada.
| | - Waqas Ullah Khan
- Division of Child, Youth and Emerging Adulthood Psychiatry, Centre for Addiction & Mental Health, Toronto, ON, Canada
- School of Medicine, Faculty of Health Sciences, Trinity College Dublin, Dublin, Ireland
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15
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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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16
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Horowitz-Kraus T. Familial history of reading difficulty is associated with diffused bilateral brain activation during reading and greater association with visual attention abilities. ANNALS OF DYSLEXIA 2017; 67:281-298. [PMID: 29098513 DOI: 10.1007/s11881-017-0144-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2016] [Accepted: 05/05/2017] [Indexed: 06/07/2023]
Abstract
Reading difficulty (RD; or dyslexia) is a heritable condition characterized by slow, inaccurate reading accompanied by executive dysfunction, specifically with respect to visual attention. The current study was designed to examine the effect of familial history of RD on the relationship between reading and visual attention abilities in children with RD using a functional MRI reading task. Seventy-one children with RD participated in the study. Based on parental reports of the existence of RD in one or both of each child's parents, children with RD were divided into two groups: (1) those with a familial history of RD and (2) those without a familial history of RD. Reading and visual attention measures were collected from all participants. Functional MRI data during word reading was acquired in 30 participants of the entire cohort. Children with or without a familial history of RD demonstrated below-average reading and visual attention scores, with greater interaction between these measures in the group with a familial history of RD. Greater bilateral and diffused activation during word reading also were found in this group. We suggest that a familial history of RD is related to greater association between lower reading abilities and visual attention abilities. Parental history of RD therefore may be an important preschool screener (before reading age) to prompt early intervention focused on executive functions and reading-related skills.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Eduucation in Science and Technology, Technion, Mt Carmel, Haifa, Israel.
- Reading and Literacy Discovery Center and the Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
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17
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Luciano M, Hagenaars SP, Cox SR, Hill WD, Davies G, Harris SE, Deary IJ, Evans DM, Martin NG, Wright MJ, Bates TC. Single Nucleotide Polymorphisms Associated with Reading Ability Show Connection to Socio-Economic Outcomes. Behav Genet 2017; 47:469-479. [PMID: 28711986 PMCID: PMC5574963 DOI: 10.1007/s10519-017-9859-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2017] [Accepted: 06/24/2017] [Indexed: 01/15/2023]
Abstract
Impairments in reading and in language have negative consequences on life outcomes, but it is not known to what extent genetic effects influence this association. We constructed polygenic scores for difficulties with language and learning to read from genome-wide data in ~6,600 children, adolescents and young adults, and tested their association with health, socioeconomic outcomes and brain structure measures collected in adults (maximal N = 111,749). Polygenic risk of reading difficulties was associated with reduced income, educational attainment, self-rated health and verbal-numerical reasoning (p < 0.00055). Polygenic risk of language difficulties predicted income (p = 0.0005). The small effect sizes ranged 0.01-0.03 of a standard deviation, but these will increase as genetic studies for reading ability get larger. Polygenic scores for childhood cognitive ability and educational attainment were correlated with polygenic scores of reading and language (up to 0.09 and 0.05, respectively). But when they were included in the prediction models, the observed associations between polygenic reading and adult outcomes mostly remained. This suggests that the pathway from reading ability to social outcomes is not only via associated polygenic loads for general cognitive function and educational attainment. The presence of non-overlapping genetic effect is indicated by the genetic correlations of around 0.40 (childhood intelligence) and 0.70 (educational attainment) with reading ability. Mendelian randomization approaches will be important to dissociate any causal and moderating effects of reading and related traits on social outcomes.
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Affiliation(s)
- Michelle Luciano
- Department of Psychology, School of Philosophy, Psychology and Language Sciences, Centre for Cognitive Ageing and Cognitive Epidemiology, The University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK.
| | - Saskia P Hagenaars
- Department of Psychology, School of Philosophy, Psychology and Language Sciences, Centre for Cognitive Ageing and Cognitive Epidemiology, The University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
- Division of Psychiatry, University of Edinburgh, Edinburgh, EH10 5HF, UK
| | - Simon R Cox
- Department of Psychology, School of Philosophy, Psychology and Language Sciences, Centre for Cognitive Ageing and Cognitive Epidemiology, The University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
| | - William David Hill
- Department of Psychology, School of Philosophy, Psychology and Language Sciences, Centre for Cognitive Ageing and Cognitive Epidemiology, The University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
| | - Gail Davies
- Department of Psychology, School of Philosophy, Psychology and Language Sciences, Centre for Cognitive Ageing and Cognitive Epidemiology, The University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
| | - Sarah E Harris
- Department of Psychology, School of Philosophy, Psychology and Language Sciences, Centre for Cognitive Ageing and Cognitive Epidemiology, The University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
- Medical Genetics Section, University of Edinburgh Centre for Genomic and Experimental Medicine and MRC Institute of Genetics and Molecular Medicine, Western General Hospital, Crewe Road, Edinburgh, EH4 2XU, UK
| | - Ian J Deary
- Department of Psychology, School of Philosophy, Psychology and Language Sciences, Centre for Cognitive Ageing and Cognitive Epidemiology, The University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
| | - David M Evans
- University of Queensland Diamantina Institute, Translational Research Institute, Brisbane, QLD, Australia
- MRC Integrative Epidemiology Unit, University of Bristol, Bristol, UK
| | - Nicholas G Martin
- Genetic Epidemiology, QIMR Berghofer Medical Research Institute, Brisbane, Australia
| | - Margaret J Wright
- Queensland Brain Institute, University of Queensland, Brisbane, Australia
| | - Timothy C Bates
- Department of Psychology, School of Philosophy, Psychology and Language Sciences, Centre for Cognitive Ageing and Cognitive Epidemiology, The University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, UK
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18
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Gialluisi A, Guadalupe T, Francks C, Fisher SE. Neuroimaging genetic analyses of novel candidate genes associated with reading and language. BRAIN AND LANGUAGE 2017; 172:9-15. [PMID: 27476042 DOI: 10.1016/j.bandl.2016.07.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2015] [Accepted: 07/07/2016] [Indexed: 05/23/2023]
Abstract
Neuroimaging measures provide useful endophenotypes for tracing genetic effects on reading and language. A recent Genome-Wide Association Scan Meta-Analysis (GWASMA) of reading and language skills (N=1862) identified strongest associations with the genes CCDC136/FLNC and RBFOX2. Here, we follow up the top findings from this GWASMA, through neuroimaging genetics in an independent sample of 1275 healthy adults. To minimize multiple-testing, we used a multivariate approach, focusing on cortical regions consistently implicated in prior literature on developmental dyslexia and language impairment. Specifically, we investigated grey matter surface area and thickness of five regions selected a priori: middle temporal gyrus (MTG); pars opercularis and pars triangularis in the inferior frontal gyrus (IFG-PO and IFG-PT); postcentral parietal gyrus (PPG) and superior temporal gyrus (STG). First, we analysed the top associated polymorphisms from the reading/language GWASMA: rs59197085 (CCDC136/FLNC) and rs5995177 (RBFOX2). There was significant multivariate association of rs5995177 with cortical thickness, driven by effects on left PPG, right MTG, right IFG (both PO and PT), and STG bilaterally. The minor allele, previously associated with reduced reading-language performance, showed negative effects on grey matter thickness. Next, we performed exploratory gene-wide analysis of CCDC136/FLNC and RBFOX2; no other associations surpassed significance thresholds. RBFOX2 encodes an important neuronal regulator of alternative splicing. Thus, the prior reported association of rs5995177 with reading/language performance could potentially be mediated by reduced thickness in associated cortical regions. In future, this hypothesis could be tested using sufficiently large samples containing both neuroimaging data and quantitative reading/language scores from the same individuals.
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Affiliation(s)
- Alessandro Gialluisi
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands; Department of Translational Research in Psychiatry, Max Planck Institute of Psychiatry, Munich, Germany
| | - Tulio Guadalupe
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands
| | - Clyde Francks
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands; Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Netherlands
| | - Simon E Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands; Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Netherlands.
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19
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Psychometric Markers of Genuine and Feigned Neurodevelopmental Disorders in the Context of Applying for Academic Accommodations. PSYCHOLOGICAL INJURY & LAW 2017. [DOI: 10.1007/s12207-017-9287-5] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
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20
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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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21
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Eicher JD, Montgomery AM, Akshoomoff N, Amaral DG, Bloss CS, Libiger O, Schork NJ, Darst BF, Casey BJ, Chang L, Ernst T, Frazier J, Kaufmann WE, Keating B, Kenet T, Kennedy D, Mostofsky S, Murray SS, Sowell ER, Bartsch H, Kuperman JM, Brown TT, Hagler DJ, Dale AM, Jernigan TL, Gruen JR. Dyslexia and language impairment associated genetic markers influence cortical thickness and white matter in typically developing children. Brain Imaging Behav 2016; 10:272-82. [PMID: 25953057 PMCID: PMC4639472 DOI: 10.1007/s11682-015-9392-6] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Dyslexia and language impairment (LI) are complex traits with substantial genetic components. We recently completed an association scan of the DYX2 locus, where we observed associations of markers in DCDC2, KIAA0319, ACOT13, and FAM65B with reading-, language-, and IQ-related traits. Additionally, the effects of reading-associated DYX3 markers were recently characterized using structural neuroimaging techniques. Here, we assessed the neuroimaging implications of associated DYX2 and DYX3 markers, using cortical volume, cortical thickness, and fractional anisotropy. To accomplish this, we examined eight DYX2 and three DYX3 markers in 332 subjects in the Pediatrics Imaging Neurocognition Genetics study. Imaging-genetic associations were examined by multiple linear regression, testing for influence of genotype on neuroimaging. Markers in DYX2 genes KIAA0319 and FAM65B were associated with cortical thickness in the left orbitofrontal region and global fractional anisotropy, respectively. KIAA0319 and ACOT13 were suggestively associated with overall fractional anisotropy and left pars opercularis cortical thickness, respectively. DYX3 markers showed suggestive associations with cortical thickness and volume measures in temporal regions. Notably, we did not replicate association of DYX3 markers with hippocampal measures. In summary, we performed a neuroimaging follow-up of reading-, language-, and IQ-associated DYX2 and DYX3 markers. DYX2 associations with cortical thickness may reflect variations in their role in neuronal migration. Furthermore, our findings complement gene expression and imaging studies implicating DYX3 markers in temporal regions. These studies offer insight into where and how DYX2 and DYX3 risk variants may influence neuroimaging traits. Future studies should further connect the pathways to risk variants associated with neuroimaging/neurocognitive outcomes.
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Affiliation(s)
- John D Eicher
- Department of Genetics, Yale University, New Haven, CT, 06520, USA
| | - Angela M Montgomery
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT, 06520, USA
| | - Natacha Akshoomoff
- Center for Human Development, University of California, La Jolla, San Diego, CA, 92037, USA
- Department of Psychiatry, University of California, La Jolla, San Diego, CA, 92037, USA
| | - David G Amaral
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, CA, 95817, USA
| | - Cinnamon S Bloss
- Scripps Genomic Medicine, Scripps Health, Scripps Translational Science Institute, La Jolla, CA, 92037, USA
| | - Ondrej Libiger
- Scripps Genomic Medicine, Scripps Health, Scripps Translational Science Institute, La Jolla, CA, 92037, USA
| | - Nicholas J Schork
- Scripps Genomic Medicine, Scripps Health, Scripps Translational Science Institute, La Jolla, CA, 92037, USA
| | - Burcu F Darst
- Scripps Genomic Medicine, Scripps Health, Scripps Translational Science Institute, La Jolla, CA, 92037, USA
| | - B J Casey
- Sackler Institute for Developmental Psychobiology, Weil Cornell Medical College, New York, NY, 10065, USA
| | - Linda Chang
- Department of Medicine, Queen's Medical Center, University of Hawaii, Honolulu, HI, 96813, USA
| | - Thomas Ernst
- Department of Medicine, Queen's Medical Center, University of Hawaii, Honolulu, HI, 96813, USA
| | - Jean Frazier
- Department of Psychiatry, University of Massachusetts Medical School, Boston, MA, 01655, USA
| | - Walter E Kaufmann
- Kennedy Krieger Institute, 707 N. Broadway, Baltimore, MD, 21205, USA
- Department of Neurology, Harvard Medical School, Children's Hospital Boston, Boston, MA, 02115, USA
| | - Brian Keating
- Department of Medicine, Queen's Medical Center, University of Hawaii, Honolulu, HI, 96813, USA
| | - Tal Kenet
- Department of Neurology and Athinoula A. Martinos Center for Biomedical Imaging, Massachusetts General Hospital, Charlestown, MA, 02129, USA
| | - David Kennedy
- Department of Psychiatry, University of Massachusetts Medical School, Boston, MA, 01655, USA
| | - Stewart Mostofsky
- Kennedy Krieger Institute, 707 N. Broadway, Baltimore, MD, 21205, USA
| | - Sarah S Murray
- Scripps Genomic Medicine, Scripps Health, Scripps Translational Science Institute, La Jolla, CA, 92037, USA
| | - Elizabeth R Sowell
- Department of Pediatrics, University of Southern California, Los Angeles, CA, 90027, USA
- Developmental Cognitive Neuroimaging Laboratory Children's Hospital, Los Angeles, CA, 90027, USA
| | - Hauke Bartsch
- Multimodal Imaging Laboratory, University of California, La Jolla, San Diego, CA, 92037, USA
| | - Joshua M Kuperman
- Multimodal Imaging Laboratory, University of California, La Jolla, San Diego, CA, 92037, USA
- Department of Neurosciences, University of California, La Jolla, San Diego, CA, 92037, USA
| | - Timothy T Brown
- Center for Human Development, University of California, La Jolla, San Diego, CA, 92037, USA
- Multimodal Imaging Laboratory, University of California, La Jolla, San Diego, CA, 92037, USA
- Department of Neurosciences, University of California, La Jolla, San Diego, CA, 92037, USA
| | - Donald J Hagler
- Multimodal Imaging Laboratory, University of California, La Jolla, San Diego, CA, 92037, USA
- Radiology University of California, La Jolla, San Diego, CA, 92037, USA
| | - Anders M Dale
- Department of Psychiatry, University of California, La Jolla, San Diego, CA, 92037, USA
- Multimodal Imaging Laboratory, University of California, La Jolla, San Diego, CA, 92037, USA
- Department of Neurosciences, University of California, La Jolla, San Diego, CA, 92037, USA
- Radiology University of California, La Jolla, San Diego, CA, 92037, USA
- Cognitive Science University of California, La Jolla, San Diego, CA, 92037, USA
| | - Terry L Jernigan
- Center for Human Development, University of California, La Jolla, San Diego, CA, 92037, USA
- Department of Psychiatry, University of California, La Jolla, San Diego, CA, 92037, USA
- Radiology University of California, La Jolla, San Diego, CA, 92037, USA
- Cognitive Science University of California, La Jolla, San Diego, CA, 92037, USA
| | - Jeffrey R Gruen
- Department of Genetics, Yale University, New Haven, CT, 06520, USA.
- Department of Pediatrics, Yale University School of Medicine, New Haven, CT, 06520, USA.
- Department of Investigative, School of Medicine, Medicine Yale University, New Haven, CT, 06520, USA.
- Department of Pediatrics, Genetics, and Investigative Medicine, Yale Child Health Research Center, 464 Congress Avenue, New Haven, CT, 06520-8081, USA.
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22
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Gabel LA, Manglani M, Escalona N, Cysner J, Hamilton R, Pfaffmann J, Johnson E. Translating dyslexia across species. ANNALS OF DYSLEXIA 2016; 66:319-336. [PMID: 27013331 DOI: 10.1007/s11881-016-0125-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2015] [Accepted: 02/01/2016] [Indexed: 06/05/2023]
Abstract
Direct relationships between induced mutation in the DCDC2 candidate dyslexia susceptibility gene in mice and changes in behavioral measures of visual spatial learning have been reported. We were interested in determining whether performance on a visual-spatial learning and memory task could be translated across species (study 1) and whether children with reading impairment showed a similar impairment to animal models of the disorder (study 2). Study 1 included 37 participants who completed six trials of four different virtual Hebb-Williams maze configurations. A 2 × 4 × 6 mixed factorial repeated measures ANOVA indicated consistency in performance between humans and mice on these tasks, enabling us to translate across species. Study 2 included a total of 91 participants (age range = 8-13 years). Eighteen participants were identified with reading disorder by performance on the Woodcock-Johnson III Tests of Achievement. Participants completed six trials of five separate virtual Hebb-Williams maze configurations. A 2 × 5 × 6 mixed factorial ANCOVA (gender as covariate) indicated that individuals with reading impairment demonstrated impaired visuo-spatial performance on this task. Overall, results from this study suggest that we are able to translate behavioral deficits observed in genetic animal models of dyslexia to humans with reading impairment. Future studies will utilize the virtual environment to further explore the underlying basis for this impairment.
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Affiliation(s)
- Lisa A Gabel
- Department of Psychology, Lafayette College, Easton, PA, USA.
- Program in Neuroscience, Lafayette College, Easton, PA, USA.
| | | | | | - Jessica Cysner
- Program in Neuroscience, Lafayette College, Easton, PA, USA
| | | | | | - Evelyn Johnson
- Department of Special Education, Boise State University, Boise, ID, USA
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Ozernov-Palchik O, Yu X, Wang Y, Gaab N. Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice. Curr Opin Behav Sci 2016; 10:45-58. [PMID: 27766284 DOI: 10.1016/j.cobeha.2016.05.006] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
Dyslexia is a heritable reading disorder with an estimated prevalence of 5-17%. A multiple deficit model has been proposed that illustrates dyslexia as an outcome of multiple risks and protective factors interacting at the genetic, neural, cognitive, and environmental levels. Here we review the evidence on each of these levels and discuss possible underlying mechanisms and their reciprocal interactions along a developmental timeline. Current and potential implications of neuroscientific findings for contemporary challenges in the field of dyslexia, as well as for reading development and education in general, are then discussed.
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Affiliation(s)
- Ola Ozernov-Palchik
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Center for Reading and Language Research, Tufts University, Medford, MA 02155, United States
| | - Xi Yu
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Yingying Wang
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Children's Hospital Boston, MA 02115, United States; Harvard Medical School, Boston, MA 02115, United States; Harvard Graduate School of Education, Cambridge, MA 02138, United States
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24
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Che A, Truong DT, Fitch RH, LoTurco JJ. Mutation of the Dyslexia-Associated Gene Dcdc2 Enhances Glutamatergic Synaptic Transmission Between Layer 4 Neurons in Mouse Neocortex. Cereb Cortex 2015; 26:3705-3718. [PMID: 26250775 DOI: 10.1093/cercor/bhv168] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022] Open
Abstract
Variants in DCDC2 have been associated with reading disability in humans, and targeted mutation of Dcdc2 in mice causes impairments in both learning and sensory processing. In this study, we sought to determine whether Dcdc2 mutation affects functional synaptic circuitry in neocortex. We found mutation in Dcdc2 resulted in elevated spontaneous and evoked glutamate release from neurons in somatosensory cortex. The probability of release was decreased to wild-type level by acute application of N-methyl-d-aspartate receptor (NMDAR) antagonists when postsynaptic NMDARs were blocked by intracellular MK-801, and could not be explained by elevated ambient glutamate, suggesting altered, nonpostsynaptic NMDAR activation in the mutants. In addition, we determined that the increased excitatory transmission was present at layer 4-layer 4 but not thalamocortical connections in Dcdc2 mutants, and larger evoked synaptic release appeared to enhance the NMDAR-mediated effect. These results demonstrate an NMDAR activation-gated, increased functional excitatory connectivity between layer 4 lateral connections in somatosensory neocortex of the mutants, providing support for potential changes in cortical connectivity and activation resulting from mutation of dyslexia candidate gene Dcdc2.
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Affiliation(s)
- Alicia Che
- Department of Physiology and Neurobiology.,Current address: Weill Cornell Medical College, Brain & Mind Research Institute, New York, NY 10021, USA
| | - Dongnhu T Truong
- Department of Psychology, University of Connecticut, Storrs, CT 06269, USA.,Current address: Department of Pediatrics, Yale University, New Haven, CT 06520, USA
| | - R Holly Fitch
- Department of Psychology, University of Connecticut, Storrs, CT 06269, USA
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25
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Insights into the genetic foundations of human communication. Neuropsychol Rev 2015; 25:3-26. [PMID: 25597031 DOI: 10.1007/s11065-014-9277-2] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2014] [Accepted: 12/22/2014] [Indexed: 12/19/2022]
Abstract
The human capacity to acquire sophisticated language is unmatched in the animal kingdom. Despite the discontinuity in communicative abilities between humans and other primates, language is built on ancient genetic foundations, which are being illuminated by comparative genomics. The genetic architecture of the language faculty is also being uncovered by research into neurodevelopmental disorders that disrupt the normally effortless process of language acquisition. In this article, we discuss the strategies that researchers are using to reveal genetic factors contributing to communicative abilities, and review progress in identifying the relevant genes and genetic variants. The first gene directly implicated in a speech and language disorder was FOXP2. Using this gene as a case study, we illustrate how evidence from genetics, molecular cell biology, animal models and human neuroimaging has converged to build a picture of the role of FOXP2 in neurodevelopment, providing a framework for future endeavors to bridge the gaps between genes, brains and behavior.
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26
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Norton ES, Beach SD, Gabrieli JDE. Neurobiology of dyslexia. Curr Opin Neurobiol 2014; 30:73-8. [PMID: 25290881 DOI: 10.1016/j.conb.2014.09.007] [Citation(s) in RCA: 132] [Impact Index Per Article: 13.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2014] [Revised: 09/15/2014] [Accepted: 09/18/2014] [Indexed: 10/24/2022]
Abstract
Dyslexia is one of the most common learning disabilities, yet its brain basis and core causes are not yet fully understood. Neuroimaging methods, including structural and functional magnetic resonance imaging, diffusion tensor imaging, and electrophysiology, have significantly contributed to knowledge about the neurobiology of dyslexia. Recent studies have discovered brain differences before formal instruction that likely encourage or discourage learning to read effectively, distinguished between brain differences that likely reflect the etiology of dyslexia versus brain differences that are the consequences of variation in reading experience, and identified distinct neural networks associated with specific psychological factors that are associated with dyslexia.
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Affiliation(s)
- Elizabeth S Norton
- McGovern Institute for Brain Research, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, United States.
| | - Sara D Beach
- McGovern Institute for Brain Research, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, United States
| | - John D E Gabrieli
- McGovern Institute for Brain Research, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, 43 Vassar Street, Cambridge, MA 02139, United States; Institute for Medical Engineering & Science, Cambridge, MA 02139, United States
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27
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Abstract
Specific language impairment (SLI) is a multifactorial neurodevelopmental disorder which occurs unexpectedly and without an obvious cause. Over a decade of research suggests that SLI is highly heritable. Several genes and loci have already been implicated in SLI through linkage and targeted association methods. Recently, genome-wide association studies (GWAS) of SLI and language traits in the general population have been reported and, consequently, new candidate genes have been identified. This review aims to summarise the literature concerning genome-wide studies of SLI. In addition, this review highlights the methodologies that have been used to research the genetics of SLI to date, and also considers the current, and future, contributions that GWAS can offer.
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Affiliation(s)
- Rose H Reader
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford, OX3 7BN UK
| | - Laura E Covill
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford, OX3 7BN UK
| | - Ron Nudel
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford, OX3 7BN UK
| | - Dianne F Newbury
- Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford, OX3 7BN UK ; St John's College, University of Oxford, Oxford, OX1 3JP UK
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28
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Characterization of the DYX2 locus on chromosome 6p22 with reading disability, language impairment, and IQ. Hum Genet 2014; 133:869-81. [PMID: 24509779 PMCID: PMC4053598 DOI: 10.1007/s00439-014-1427-3] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2013] [Accepted: 01/28/2014] [Indexed: 01/05/2023]
Abstract
Reading disability (RD) and language impairment (LI) are common neurodevelopmental disorders with moderately strong genetic components and lifelong implications. RD and LI are marked by unexpected difficulty acquiring and processing written and verbal language, respectively, despite adequate opportunity and instruction. RD and LI—and their associated deficits—are complex, multifactorial, and often comorbid. Genetic studies have repeatedly implicated the DYX2 locus, specifically the genes DCDC2 and KIAA0319, in RD, with recent studies suggesting they also influence LI, verbal language, and cognition. Here, we characterize the relationship of the DYX2 locus with RD, LI, and IQ. To accomplish this, we developed a marker panel densely covering the 1.4 Mb DYX2 locus and assessed association with reading, language, and IQ measures in subjects from the Avon Longitudinal Study of Parents and Children. We then replicated associations in three independent, disorder-selected cohorts. As expected, there were associations with known RD risk genes KIAA0319 and DCDC2. In addition, we implicated markers in or near other DYX2 genes, including TDP2, ACOT13, C6orf62, FAM65B, and CMAHP. However, the LD structure of the locus suggests that associations within TDP2, ACOT13, and C6orf62 are capturing a previously reported risk variant in KIAA0319. Our results further substantiate the candidacy of KIAA0319 and DCDC2 as major effector genes in DYX2, while proposing FAM65B and CMAHP as new DYX2 candidate genes. Association of DYX2 with multiple neurobehavioral traits suggests risk variants have functional consequences affecting multiple neurological processes. Future studies should dissect these functional, possibly interactive relationships of DYX2 candidate genes.
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29
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Eicher JD, Powers NR, Miller LL, Akshoomoff N, Amaral DG, Bloss CS, Libiger O, Schork NJ, Darst BF, Casey BJ, Chang L, Ernst T, Frazier J, Kaufmann WE, Keating B, Kenet T, Kennedy D, Mostofsky S, Murray SS, Sowell ER, Bartsch H, Kuperman JM, Brown TT, Hagler DJ, Dale AM, Jernigan TL, St Pourcain B, Davey Smith G, Ring SM, Gruen JR. Genome-wide association study of shared components of reading disability and language impairment. GENES, BRAIN, AND BEHAVIOR 2013; 12:792-801. [PMID: 24024963 PMCID: PMC3904347 DOI: 10.1111/gbb.12085] [Citation(s) in RCA: 79] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/21/2013] [Revised: 08/16/2013] [Accepted: 09/09/2013] [Indexed: 11/29/2022]
Abstract
Written and verbal languages are neurobehavioral traits vital to the development of communication skills. Unfortunately, disorders involving these traits-specifically reading disability (RD) and language impairment (LI)-are common and prevent affected individuals from developing adequate communication skills, leaving them at risk for adverse academic, socioeconomic and psychiatric outcomes. Both RD and LI are complex traits that frequently co-occur, leading us to hypothesize that these disorders share genetic etiologies. To test this, we performed a genome-wide association study on individuals affected with both RD and LI in the Avon Longitudinal Study of Parents and Children. The strongest associations were seen with markers in ZNF385D (OR = 1.81, P = 5.45 × 10(-7) ) and COL4A2 (OR = 1.71, P = 7.59 × 10(-7) ). Markers within NDST4 showed the strongest associations with LI individually (OR = 1.827, P = 1.40 × 10(-7) ). We replicated association of ZNF385D using receptive vocabulary measures in the Pediatric Imaging Neurocognitive Genetics study (P = 0.00245). We then used diffusion tensor imaging fiber tract volume data on 16 fiber tracts to examine the implications of replicated markers. ZNF385D was a predictor of overall fiber tract volumes in both hemispheres, as well as global brain volume. Here, we present evidence for ZNF385D as a candidate gene for RD and LI. The implication of transcription factor ZNF385D in RD and LI underscores the importance of transcriptional regulation in the development of higher order neurocognitive traits. Further study is necessary to discern target genes of ZNF385D and how it functions within neural development of fluent language.
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Affiliation(s)
- J D Eicher
- Department of Genetics, Yale UniversityNew Haven, CT, USA
| | - N R Powers
- Department of Genetics, Yale UniversityNew Haven, CT, USA
| | - L L Miller
- MRC Integrative Epidemiology Unit (IEU), School of Social and Community Medicine, University of BristolBristol, UK
| | - N Akshoomoff
- Center for Human Development, University of California at San DiegoLa Jolla, CA, USA
- Department of Psychiatry, University of California at San DiegoLa Jolla, CA, USA
| | - D G Amaral
- Department of Psychiatry and Behavioral Sciences, University of CaliforniaDavis, CA, USA
| | - C S Bloss
- Scripps Genomic Medicine, Scripps Translational Science Institute and Scripps HealthLa Jolla, CA, USA
| | - O Libiger
- Scripps Genomic Medicine, Scripps Translational Science Institute and Scripps HealthLa Jolla, CA, USA
| | - N J Schork
- Scripps Genomic Medicine, Scripps Translational Science Institute and Scripps HealthLa Jolla, CA, USA
| | - B F Darst
- Scripps Genomic Medicine, Scripps Translational Science Institute and Scripps HealthLa Jolla, CA, USA
| | - B J Casey
- Sackler Institute for Developmental Psychobiology, Weil Cornell Medical CollegeNew York, NY, USA
| | - L Chang
- Department of Medicine, University of Hawaii and Queen's Medical CenterHonolulu, HI, USA
| | - T Ernst
- Department of Medicine, University of Hawaii and Queen's Medical CenterHonolulu, HI, USA
| | - J Frazier
- Department of Psychiatry, University of Massachusetts Medical SchoolBoston, MA, USA
| | - W E Kaufmann
- Kennedy Krieger InstituteBaltimore, MD, USA
- Department of Neurology, Children's Hospital Boston, Harvard Medical SchoolBoston, MA, USA
| | - B Keating
- Department of Medicine, University of Hawaii and Queen's Medical CenterHonolulu, HI, USA
| | - T Kenet
- Department of Neurology and Athinoula A. Martinos Center for Biomedical Imaging, Massachusetts General HospitalCharlestown, MA, USA
| | - D Kennedy
- Department of Psychiatry, University of Massachusetts Medical SchoolBoston, MA, USA
| | | | - S S Murray
- Scripps Genomic Medicine, Scripps Translational Science Institute and Scripps HealthLa Jolla, CA, USA
| | - E R Sowell
- Department of Pediatrics, University of Southern CaliforniaLos Angeles, CA, USA
- Developmental Cognitive Neuroimaging Laboratory, Children's HospitalLos Angeles, CA, USA
| | - H Bartsch
- Multimodal Imaging Laboratory, University of California at San DiegoLa Jolla, CA, USA
| | - J M Kuperman
- Multimodal Imaging Laboratory, University of California at San DiegoLa Jolla, CA, USA
- Department of Neurosciences, University of California at San DiegoLa Jolla, CA, USA
| | - T T Brown
- Center for Human Development, University of California at San DiegoLa Jolla, CA, USA
- Multimodal Imaging Laboratory, University of California at San DiegoLa Jolla, CA, USA
- Department of Neurosciences, University of California at San DiegoLa Jolla, CA, USA
| | - D J Hagler
- Multimodal Imaging Laboratory, University of California at San DiegoLa Jolla, CA, USA
- Department of Radiology, University of California at San DiegoLa Jolla, CA, USA
| | - A M Dale
- Department of Psychiatry, University of California at San DiegoLa Jolla, CA, USA
- Multimodal Imaging Laboratory, University of California at San DiegoLa Jolla, CA, USA
- Department of Neurosciences, University of California at San DiegoLa Jolla, CA, USA
- Department of Radiology, University of California at San DiegoLa Jolla, CA, USA
- Department of Cognitive Science, University of California at San DiegoLa Jolla, CA, USA
| | - T L Jernigan
- Center for Human Development, University of California at San DiegoLa Jolla, CA, USA
- Department of Psychiatry, University of California at San DiegoLa Jolla, CA, USA
- Department of Radiology, University of California at San DiegoLa Jolla, CA, USA
- Department of Cognitive Science, University of California at San DiegoLa Jolla, CA, USA
| | - B St Pourcain
- MRC Integrative Epidemiology Unit (IEU), School of Social and Community Medicine, University of BristolBristol, UK
- School of Oral and Dental Sciences, University of BristolBristol, UK
- School of Experimental Psychology, University of BristolBristol, UK
| | - G Davey Smith
- MRC Integrative Epidemiology Unit (IEU), School of Social and Community Medicine, University of BristolBristol, UK
| | - S M Ring
- MRC Integrative Epidemiology Unit (IEU), School of Social and Community Medicine, University of BristolBristol, UK
| | - J R Gruen
- Department of Genetics, Yale UniversityNew Haven, CT, USA
- Departments of Pediatrics and Investigative Medicine, Yale University School of MedicineNew Haven, CT, USA
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