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Bridges EC, Torsney C, Bates TC, Luciano M. Childhood Reading Ability and Pain in Childhood Through to Midlife. THE JOURNAL OF PAIN 2024; 25:104518. [PMID: 38580099 DOI: 10.1016/j.jpain.2024.03.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 03/21/2024] [Accepted: 03/25/2024] [Indexed: 04/07/2024]
Abstract
Dyslexia and pain have recently been shown to correlate on a genetic level, but there has been little exploration of this association on the phenotypic level despite reports of increased pain in Attention Deficit Hyperactivity Disorder, which commonly co-occurs with dyslexia. In this study we test for an association between reading ability, which is the primary feature of dyslexia, and pain both in childhood and adulthood. Logistic regression modeling was used to test associations between reading ability in childhood and pain from childhood to midlife in a large UK birth cohort; the 1958 National Child Development Study. Associations were found between poor childhood reading ability and increased headache and abdominal pain in childhood, and between poor childhood reading ability and headache, eye pain, back pain, and rheumatism in adulthood. Mediation analyses indicated that socioeconomic status (defined by employment) fully mediated the association between poor reading ability in childhood and back pain at age 42. By contrast, the association between reading ability and eye pain acted independently of socioeconomic status. Different mechanisms were thus indicated for the association of reading with different pain types, including manual labor and a potential shared biological pathway. PERSPECTIVE: This study found a relationship between poor reading ability in childhood and pain in childhood and adulthood. Those with reading difficulties should be monitored for pain symptoms. Future research may uncover shared biological mechanisms, increasing our understanding of pain and potential treatments.
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Affiliation(s)
- Elinor C Bridges
- School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK
| | - Carole Torsney
- Centre for Discovery Brain Sciences, University of Edinburgh, Edinburgh, UK; Simons Initiative for the Developing Brain, University of Edinburgh, Edinburgh, UK
| | - Timothy C Bates
- School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK
| | - Michelle Luciano
- School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK
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Ciulkinyte A, Mountford HS, Fontanillas P, Bates TC, Martin NG, Fisher SE, Luciano M. Genetic neurodevelopmental clustering and dyslexia. Mol Psychiatry 2024:10.1038/s41380-024-02649-8. [PMID: 39009701 DOI: 10.1038/s41380-024-02649-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Revised: 06/18/2024] [Accepted: 06/26/2024] [Indexed: 07/17/2024]
Abstract
Dyslexia is a learning difficulty with neurodevelopmental origins, manifesting as reduced accuracy and speed in reading and spelling. It is substantially heritable and frequently co-occurs with other neurodevelopmental conditions, particularly attention deficit-hyperactivity disorder (ADHD). Here, we investigate the genetic structure underlying dyslexia and a range of psychiatric traits using results from genome-wide association studies of dyslexia, ADHD, autism, anorexia nervosa, anxiety, bipolar disorder, major depressive disorder, obsessive compulsive disorder, schizophrenia, and Tourette syndrome. Genomic Structural Equation Modelling (GenomicSEM) showed heightened support for a model consisting of five correlated latent genomic factors described as: F1) compulsive disorders (including obsessive-compulsive disorder, anorexia nervosa, Tourette syndrome), F2) psychotic disorders (including bipolar disorder, schizophrenia), F3) internalising disorders (including anxiety disorder, major depressive disorder), F4) neurodevelopmental traits (including autism, ADHD), and F5) attention and learning difficulties (including ADHD, dyslexia). ADHD loaded more strongly on the attention and learning difficulties latent factor (F5) than on the neurodevelopmental traits latent factor (F4). The attention and learning difficulties latent factor (F5) was positively correlated with internalising disorders (.40), neurodevelopmental traits (.25) and psychotic disorders (.17) latent factors, and negatively correlated with the compulsive disorders (-.16) latent factor. These factor correlations are mirrored in genetic correlations observed between the attention and learning difficulties latent factor and other cognitive, psychological and wellbeing traits. We further investigated genetic variants underlying both dyslexia and ADHD, which implicated 49 loci (40 not previously found in GWAS of the individual traits) mapping to 174 genes (121 not found in GWAS of individual traits) as potential pleiotropic variants. Our study confirms the increased genetic relation between dyslexia and ADHD versus other psychiatric traits and uncovers novel pleiotropic variants affecting both traits. In future, analyses including additional co-occurring traits such as dyscalculia and dyspraxia will allow a clearer definition of the attention and learning difficulties latent factor, yielding further insights into factor structure and pleiotropic effects.
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Affiliation(s)
- Austeja Ciulkinyte
- Translational Neuroscience PhD Programme, University of Edinburgh, Edinburgh, UK
| | - Hayley S Mountford
- School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK
| | | | - Timothy C Bates
- School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK
| | - Nicholas G Martin
- Genetic Epidemiology, QIMR Berghofer Medical Research Institute, Herston, QLD, 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
| | - Michelle Luciano
- School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh, UK.
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Rampinini A, Balboni I, Golestani N, Berthele R. A behavioural exploration of language aptitude and experience, cognition and more using Graph Analysis. Brain Res 2024; 1842:149109. [PMID: 38964704 DOI: 10.1016/j.brainres.2024.149109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2024] [Revised: 06/01/2024] [Accepted: 07/01/2024] [Indexed: 07/06/2024]
Abstract
Language aptitude has recently regained interest in cognitive neuroscience. Traditional language aptitude testing included phonemic coding ability, associative memory, grammatical sensitivity and inductive language learning. Moreover, domain-general cognitive abilities are associated with individual differences in language aptitude, together with factors that have yet to be elucidated. Beyond domain-general cognition, it is also likely that aptitude and experience in domain-specific but non-linguistic fields (e.g. music or numerical processing) influence and are influenced by language aptitude. We investigated some of these relationships in a sample of 152 participants, using exploratory graph analysis, across different levels of regularisation, i.e. sensitivity. We carried out a meta cluster analysis in a second step to identify variables that are robustly grouped together. We discuss the data, as well as their meta-network groupings, at a baseline network sensitivity level, and in two analyses, one including and the other excluding dyslexic readers. Our results show a stable association between language and cognition, and the isolation of multilingual language experience, musicality and literacy. We highlight the necessity of a more comprehensive view of language and of cognition as multivariate systems.
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Affiliation(s)
- Alessandra Rampinini
- Department of Psychology, Faculty of Psychology and Education Science, University of Geneva, Geneva, Switzerland; National Centre for Competence in Research Evolving Language, Switzerland
| | - Irene Balboni
- Department of Psychology, Faculty of Psychology and Education Science, University of Geneva, Geneva, Switzerland; Institute of Multilingualism, University of Fribourg, Fribourg, Switzerland; National Centre for Competence in Research Evolving Language, Switzerland
| | - Narly Golestani
- Department of Psychology, Faculty of Psychology and Education Science, University of Geneva, Geneva, Switzerland; Cognitive Science Hub, University of Vienna, Vienna, Austria; Department of Behavioural and Cognitive Biology, Faculty of Life Sciences, University of Vienna, Vienna, Austria; National Centre for Competence in Research Evolving Language, Switzerland
| | - Raphael Berthele
- Institute of Multilingualism, University of Fribourg, Fribourg, Switzerland; National Centre for Competence in Research Evolving Language, Switzerland.
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Nandakumar R, Shi X, Gu H, Kim Y, Raskind WH, Peter B, Dinu V. Joint exome and metabolome analysis in individuals with dyslexia: Evidence for associated dysregulations of olfactory perception and autoimmune functions. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.06.27.600448. [PMID: 39005457 PMCID: PMC11244894 DOI: 10.1101/2024.06.27.600448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/16/2024]
Abstract
Dyslexia is a learning disability that negatively affects reading, writing, and spelling development at the word level in 5%-9% of children. The phenotype is variable and complex, involving several potential cognitive and physical concomitants such as sensory dysregulation and immunodeficiencies. The biological pathogenesis is not well-understood. Toward a better understanding of the biological drivers of dyslexia, we conducted the first joint exome and metabolome investigation in a pilot sample of 30 participants with dyslexia and 13 controls. In this analysis, eight metabolites of interest emerged (pyridoxine, kynurenic acid, citraconic acid, phosphocreatine, hippuric acid, xylitol, 2-deoxyuridine, and acetylcysteine). A metabolite-metabolite interaction analysis identified Krebs cycle intermediates that may be implicated in the development of dyslexia. Gene ontology analysis based on exome variants resulted in several pathways of interest, including the sensory perception of smell (olfactory) and immune system-related responses. In the joint exome and metabolite analysis, the olfactory transduction pathway emerged as the primary pathway of interest. Although the olfactory transduction and Krebs cycle pathways have not previously been described in dyslexia literature, these pathways have been implicated in other neurodevelopmental disorders including autism spectrum disorder and obsessive-compulsive disorder, suggesting the possibility of these pathways playing a role in dyslexia as well. Immune system response pathways, on the other hand, have been implicated in both dyslexia and other neurodevelopmental disorders.
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Turesky TK, Escalante E, Loh M, Gaab N. Longitudinal trajectories of brain development from infancy to school age and their relationship to literacy development. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.06.29.601366. [PMID: 39005343 PMCID: PMC11244924 DOI: 10.1101/2024.06.29.601366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/16/2024]
Abstract
Reading is one of the most complex skills that we utilize daily, and it involves the early development and interaction of various lower-level subskills, including phonological processing and oral language. These subskills recruit brain structures, which begin to develop long before the skill manifests and exhibit rapid development during infancy. However, how longitudinal trajectories of early brain development in these structures supports long-term acquisition of literacy subskills and subsequent reading is unclear. Children underwent structural and diffusion MRI scanning at multiple timepoints between infancy and second grade and were tested for literacy subskills in preschool and decoding and word reading in early elementary school. We developed and implemented a reproducible pipeline to generate longitudinal trajectories of early brain development to examine associations between these trajectories and literacy (sub)skills. Furthermore, we examined whether familial risk of reading difficulty and a child's home literacy environment, two common literacy-related covariates, influenced those trajectories. Results showed that individual differences in curve features (e.g., intercepts and slopes) for longitudinal trajectories of volumetric, surface-based, and white matter organization measures in left-hemispheric reading-related regions and tracts were linked directly to phonological processing and indirectly to second-grade decoding and word reading skills via phonological processing. Altogether, these findings suggest that the brain bases of phonological processing, previously identified as the strongest behavioral predictor of reading and decoding skills, may already begin to develop early in infancy but undergo further refinement between birth and preschool. The present study underscores the importance of considering academic skill acquisition from the very beginning of life.
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Maïonchi-Pino N, Runge É, Chabanal D. Phonological syllables allow children with developmental dyslexia to access words. ANNALS OF DYSLEXIA 2024; 74:244-270. [PMID: 38366193 DOI: 10.1007/s11881-024-00302-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Accepted: 01/21/2024] [Indexed: 02/18/2024]
Abstract
Learning to read is a middle-distance race for children worldwide. Most of them succeed in this acquisition with "normal" difficulties that ensue from the progressive (re)structuring of the phonological and orthographic systems. Evidence accumulated on reading difficulties in children with developmental dyslexia (DYS children, henceforth) shows a pervasive phonological deficit. However, the phonological deficit may not be due to degraded phonological representations but rather due to impaired access to them. This study focused on how and to what extent phonological syllables, which are essential reading units in French, were accessible to DYS children to segment and access words. We tested the assumption that DYS children did not strictly have pervasive degraded phonological representations but also have impaired access to phonological and orthographic representations. We administered a visually adapted word-spotting paradigm, engaging both sublexical processing and lexical access, with French native-speaking DYS children (N = 25; Mage in months = 121.6, SD = 3.0) compared with chronological age-matched peers (N = 25; Mage in months = 121.8, SD = 2.7; CA peers henceforth) and reading level-matched peers (N = 25; Mage in months = 94.0, SD = 4.6; RL peers henceforth). Although DYS children were slower and less accurate than CA and RL peers, we found that they used phonological syllables to access and segment words. However, they exhibit neither the classical inhibitory syllable frequency effect nor the lexical frequency effect, which is generally observed in typically developing children. Surprisingly, DYS children did not show strictly degraded phonological representations because they demonstrated phonological syllable-based segmentation abilities, particularly with high-frequency syllables. Their difficulties are rather interpreted in terms of impaired access to orthographic and phonological representations, which could be a direct effect of difficulties in generalizing and consolidating low-frequency syllables. We discuss these results regarding reading acquisition and the specificities of the French linguistic system.
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Affiliation(s)
- Norbert Maïonchi-Pino
- Université Clermont Auvergne, 34, Avenue Carnot, TSA 60401, 63001, Clermont-Ferrand, France.
- Laboratoire de Psychologie Sociale Et Cognitive (LAPSCO), CNRS UMR 6024, 17, Rue Paul Collomp, 63037, Clermont-Ferrand, France.
| | - Élise Runge
- Université Clermont Auvergne, 34, Avenue Carnot, TSA 60401, 63001, Clermont-Ferrand, France
- Laboratoire de Psychologie Sociale Et Cognitive (LAPSCO), CNRS UMR 6024, 17, Rue Paul Collomp, 63037, Clermont-Ferrand, France
| | - Damien Chabanal
- Université Clermont Auvergne, 34, Avenue Carnot, TSA 60401, 63001, Clermont-Ferrand, France
- Laboratoire de Recherche Sur Le Langage (LRL), EA 999, Maison des Sciences de L'Homme, 4, Rue Ledru, 63000, Clermont-Ferrand, France
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Mascheretti S, Arrigoni F, Toraldo A, Giubergia A, Andreola C, Villa M, Lampis V, Giorda R, Villa M, Peruzzo D. Alterations in neural activation in the ventral frontoparietal network during complex magnocellular stimuli in developmental dyslexia associated with READ1 deletion. BEHAVIORAL AND BRAIN FUNCTIONS : BBF 2024; 20:16. [PMID: 38926731 PMCID: PMC11210179 DOI: 10.1186/s12993-024-00241-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 06/11/2024] [Indexed: 06/28/2024]
Abstract
BACKGROUND An intronic deletion within intron 2 of the DCDC2 gene encompassing the entire READ1 (hereafter, READ1d) has been associated in both children with developmental dyslexia (DD) and typical readers (TRs), with interindividual variation in reading performance and motion perception as well as with structural and functional brain alterations. Visual motion perception -- specifically processed by the magnocellular (M) stream -- has been reported to be a solid and reliable endophenotype of DD. Hence, we predicted that READ1d should affect neural activations in brain regions sensitive to M stream demands as reading proficiency changes. METHODS We investigated neural activations during two M-eliciting fMRI visual tasks (full-field sinusoidal gratings controlled for spatial and temporal frequencies and luminance contrast, and sensitivity to motion coherence at 6%, 15% and 40% dot coherence levels) in four subject groups: children with DD with/without READ1d, and TRs with/without READ1d. RESULTS At the Bonferroni-corrected level of significance, reading skills showed a significant effect in the right polar frontal cortex during the full-field sinusoidal gratings-M task. Regardless of the presence/absence of the READ1d, subjects with poor reading proficiency showed hyperactivation in this region of interest (ROI) compared to subjects with better reading scores. Moreover, a significant interaction was found between READ1d and reading performance in the left frontal opercular area 4 during the 15% coherent motion sensitivity task. Among subjects with poor reading performance, neural activation in this ROI during this specific task was higher for subjects without READ1d than for READ1d carriers. The difference vanished as reading skills increased. CONCLUSIONS Our findings showed a READ1d-moderated genetic vulnerability to alterations in neural activation in the ventral attentive and salient networks during the processing of relevant stimuli in subjects with poor reading proficiency.
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Affiliation(s)
- Sara Mascheretti
- Department of Brain and Behavioral Sciences, University of Pavia, Piazza Botta, 6, Pavia (PV), 27100, PV, Italy.
- Child Psychopathology Unit, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy.
| | - Filippo Arrigoni
- Radiology and Neuroradiology Department, Children's Hospital V. Buzzi, Milan, Italy
| | - Alessio Toraldo
- Department of Brain and Behavioral Sciences, University of Pavia, Piazza Botta, 6, Pavia (PV), 27100, PV, Italy
- Milan Centre for Neuroscience (NeuroMI), Milan, Italy
| | - Alice Giubergia
- Neuroimaging Unit, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy
| | | | - Martina Villa
- Department of Psychological Sciences, University of Connecticut, Storrs, CT, USA
- The Connecticut Institute for Brain and Cognitive Sciences, University of Connecticut, Storrs, CT, USA
- Yale Child Study Center Language Sciences Consortium, New Haven, CT, USA
| | - Valentina Lampis
- Department of Brain and Behavioral Sciences, University of Pavia, Piazza Botta, 6, Pavia (PV), 27100, PV, Italy
- Child Psychopathology Unit, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy
| | - Roberto Giorda
- Molecular Biology Laboratory, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy
| | - Marco Villa
- Molecular Biology Laboratory, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy
| | - Denis Peruzzo
- Neuroimaging Unit, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini (LC), Italy
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Jaramillo-Aguilar DS, Simbaña-Rivera K. Genetic knowledge and attitudes towards genetic testing among final-year medical students at a public university in Ecuador. Front Med (Lausanne) 2024; 11:1363552. [PMID: 38962733 PMCID: PMC11219587 DOI: 10.3389/fmed.2024.1363552] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2023] [Accepted: 05/29/2024] [Indexed: 07/05/2024] Open
Abstract
Background Genetics plays a crucial role in the field of medicine, offering numerous applications. However, health professionals often have insufficient knowledge in this area. Therefore, it is essential to provide appropriate genetics education during university studies. Aim This study aimed to assess the knowledge and attitudes towards genetic testing among final-year medical students at a public university in Ecuador. Methods A cross-sectional study was conducted involving final-year medical students from a public university in Ecuador. The third version of the Genetic Literacy and Attitudes Survey was administered between April and May 2022. The study examined sociodemographic characteristics, genetic knowledge, and attitudes towards genetic testing. Results The study included 153 medical students, of which 58.2% identified as female. Most participants fell within the age range of 22 to 25 years old (85.0%). Regarding genetic knowledge, three-quarters of the participants (75.2%) demonstrated intermediate proficiency, while only 9.80% possessed a high level of knowledge. Attitudes towards the clinical and therapeutic applications of genetics, scientific advancements, access to conventional medicine, and other related topics were found to be appropriate. Conclusion The findings suggest that most final-year medical students at a public university in Ecuador have intermediate genetic knowledge and hold appropriate attitudes towards genetic testing. However, higher education institutions should conduct a comprehensive analysis and restructure their curricula to better prepare students for the medical and technological challenges of the 21st century.
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Affiliation(s)
| | - Katherine Simbaña-Rivera
- Centro de Investigación para la Salud en América Latina (CISeAL), Facultad de Medicina, Pontificia Universidad Católica del Ecuador (PUCE), Quito, Ecuador
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Yang Q, Cheng C, Wang Z, Zhang X, Zhao J. Interaction between Risk Single-Nucleotide Polymorphisms of Developmental Dyslexia and Parental Education on Reading Ability: Evidence for Differential Susceptibility Theory. Behav Sci (Basel) 2024; 14:507. [PMID: 38920839 PMCID: PMC11201191 DOI: 10.3390/bs14060507] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2024] [Revised: 06/11/2024] [Accepted: 06/13/2024] [Indexed: 06/27/2024] Open
Abstract
While genetic and environmental factors have been shown as predictors of children's reading ability, the interaction effects of identified genetic risk susceptibility and the specified environment for reading ability have rarely been investigated. The current study assessed potential gene-environment (G×E) interactions on reading ability in 1477 school-aged children. The gene-environment interactions on character recognition were investigated by an exploratory analysis between the risk single-nucleotide polymorphisms (SNPs), which were discovered by previous genome-wide association studies of developmental dyslexia (DD), and parental education (PE). The re-parameterized regression analysis suggested that this G×E interaction conformed to the strong differential susceptibility model. The results showed that rs281238 exhibits a significant interaction with PE on character recognition. Children with the "T" genotype profited from high PE, whereas they performed worse in low PE environments, but "CC" genotype children were not malleable in different PE environments. This study provided initial evidence for how the significant SNPs in developmental dyslexia GWA studies affect children's reading performance by interacting with the environmental factor of parental education.
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Affiliation(s)
| | | | | | | | - Jingjing Zhao
- School of Psychology, Shaanxi Normal University, 199 South Chang’an Road, Xi’an 710062, China; (Q.Y.); (C.C.); (Z.W.); (X.Z.)
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Wen W, Zhang X, Wu K, Guan L, Huang A, Liang Z, Yu X, Gu Q, Huang Y. Association between parenting styles and dyslexia in primary school students: the mediating role of home literacy environment. Front Psychol 2024; 15:1382519. [PMID: 38939228 PMCID: PMC11209994 DOI: 10.3389/fpsyg.2024.1382519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Accepted: 05/28/2024] [Indexed: 06/29/2024] Open
Abstract
Background Despite an increasing amount of research on the relationship between parenting styles and neurodevelopmental disorders, there has been minimal focus on how parenting styles impact children's reading abilities. The aim of this study was to investigate the potential mediating role of the home literacy environment in the connection between parenting styles and dyslexia. Methods A total of 212 primary school students from grade 2-5 were recruited for this study. The Chinese Reading Ability Test was used to screen children with dyslexia. The home literacy environment was evaluated using a structured questionnaire that measured the frequency and quality of reading-related activities between parents and children. Egna Minnen Beträffande Uppfostran questionnaire was used to assess the parenting style, including emotional warmth, rejection, overprotection, and anxious rearing. It is a self-report tool filled out by the children themselves, used to assess their perceptions of their parents' parenting styles. The structural equation modeling was carried out to evaluate the direct, indirect, and total effects of parenting styles on dyslexia. Results Compared to control group, male children with dyslexia had lower scores in parenting styles characterized by emotional warmth, overprotecting and anxious rearing (p < 0.05), while female children with dyslexia only showed lower scores in anxious rearing (p < 0.05). Children with dyslexia lacked regular reading time (OR = 2.69, 95%CI: 1.04-6.97, p < 0.05), and have higher homework pressure compared to normal children (OR = 7.41, 95%CI: 1.45-37.82, p < 0.05). Additionally, emotional warmth, paternal overprotection and anxious rearing were negatively associated with dyslexia in children (all p < 0.05). Our findings indicate a strong correlation between dyslexia, home literacy environment, and parenting styles. In a structural equation model, the home literacy environment was identified as an independent mediator between parenting styles and dyslexia. The total effect of parenting styles on dyslexia is 0.55, with an indirect effect of 0.68 mediated by the home literacy environment. Conclusion The findings of this study indicate that home literacy environment serves as a mediator between parenting styles and dyslexia in children. This study highlights how parenting styles influence dyslexia, offering key insights for aiding dyslexic children and guiding effective interventions.
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Affiliation(s)
- Wanyi Wen
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- School of Public Health, Shantou University, Shantou, Guangdong, China
| | - Xuanzhi Zhang
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- Shantou University Medical College—Faculty of Medicine of University of Manitoba Joint Laboratory of Biological Psychiatry, Shantou, Guangdong, China
| | - Kusheng Wu
- Department of Preventive Medicine, Shantou University Medical College, Shantou, Guangdong, China
| | - Liwen Guan
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- School of Public Health, Shantou University, Shantou, Guangdong, China
| | - Anyan Huang
- Department of Health Care, Shantou Maternal and Child Health Hospital, Shantou, Guangdong, China
| | - Zhiya Liang
- Department of Preventive Medicine, Shantou University Medical College, Shantou, Guangdong, China
| | - Xinle Yu
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- Shantou University Medical College—Faculty of Medicine of University of Manitoba Joint Laboratory of Biological Psychiatry, Shantou, Guangdong, China
| | - Qianfei Gu
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- School of Public Health, Shantou University, Shantou, Guangdong, China
| | - Yanhong Huang
- Mental Health Center of Shantou University, Shantou, Guangdong, China
- Shantou University Medical College—Faculty of Medicine of University of Manitoba Joint Laboratory of Biological Psychiatry, Shantou, Guangdong, China
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Hegemann L, Corfield EC, Askelund AD, Allegrini AG, Askeland RB, Ronald A, Ask H, St Pourcain B, Andreassen OA, Hannigan LJ, Havdahl A. Genetic and phenotypic heterogeneity in early neurodevelopmental traits in the Norwegian Mother, Father and Child Cohort Study. Mol Autism 2024; 15:25. [PMID: 38849897 PMCID: PMC11161964 DOI: 10.1186/s13229-024-00599-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2023] [Accepted: 04/18/2024] [Indexed: 06/09/2024] Open
Abstract
BACKGROUND Autism and different neurodevelopmental conditions frequently co-occur, as do their symptoms at sub-diagnostic threshold levels. Overlapping traits and shared genetic liability are potential explanations. METHODS In the population-based Norwegian Mother, Father, and Child Cohort study (MoBa), we leverage item-level data to explore the phenotypic factor structure and genetic architecture underlying neurodevelopmental traits at age 3 years (N = 41,708-58,630) using maternal reports on 76 items assessing children's motor and language development, social functioning, communication, attention, activity regulation, and flexibility of behaviors and interests. RESULTS We identified 11 latent factors at the phenotypic level. These factors showed associations with diagnoses of autism and other neurodevelopmental conditions. Most shared genetic liabilities with autism, ADHD, and/or schizophrenia. Item-level GWAS revealed trait-specific genetic correlations with autism (items rg range = - 0.27-0.78), ADHD (items rg range = - 0.40-1), and schizophrenia (items rg range = - 0.24-0.34). We find little evidence of common genetic liability across all neurodevelopmental traits but more so for several genetic factors across more specific areas of neurodevelopment, particularly social and communication traits. Some of these factors, such as one capturing prosocial behavior, overlap with factors found in the phenotypic analyses. Other areas, such as motor development, seemed to have more heterogenous etiology, with specific traits showing a less consistent pattern of genetic correlations with each other. CONCLUSIONS These exploratory findings emphasize the etiological complexity of neurodevelopmental traits at this early age. In particular, diverse associations with neurodevelopmental conditions and genetic heterogeneity could inform follow-up work to identify shared and differentiating factors in the early manifestations of neurodevelopmental traits and their relation to autism and other neurodevelopmental conditions. This in turn could have implications for clinical screening tools and programs.
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Affiliation(s)
- Laura Hegemann
- PsychGen Centre for Genetic Epidemiology and Mental Health, Norwegian Institute of Public Health, Oslo, Norway.
- Nic Waals Institute, Lovisenberg Diaconal Hospital, Oslo, Norway.
- Department of Psychology, University of Oslo, Oslo, Norway.
| | - Elizabeth C Corfield
- PsychGen Centre for Genetic Epidemiology and Mental Health, Norwegian Institute of Public Health, Oslo, Norway
- Nic Waals Institute, Lovisenberg Diaconal Hospital, Oslo, Norway
| | - Adrian Dahl Askelund
- PsychGen Centre for Genetic Epidemiology and Mental Health, Norwegian Institute of Public Health, Oslo, Norway
- Nic Waals Institute, Lovisenberg Diaconal Hospital, Oslo, Norway
- Department of Psychology, University of Oslo, Oslo, Norway
| | - Andrea G Allegrini
- Division of Psychology & Language Sciences, Department of Clinical, Educational & Health Psychology, Faculty of Brain Sciences, University College London, London, UK
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, UK
| | - Ragna Bugge Askeland
- PsychGen Centre for Genetic Epidemiology and Mental Health, Norwegian Institute of Public Health, Oslo, Norway
| | - Angelica Ronald
- School of Psychology, Faculty of Health and Medical Sciences, University of Surrey, Guildford, UK
| | - Helga Ask
- PsychGen Centre for Genetic Epidemiology and Mental Health, Norwegian Institute of Public Health, Oslo, Norway
- PROMENTA Research Centre,Department of Psychology, University of Oslo, Oslo, Norway
| | - Beate St Pourcain
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- MRC Integrative Epidemiology Unit (IEU), University of Bristol, Bristol, UK
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Ole A Andreassen
- Division of Mental Health and Addiction, Oslo University Hospital, Oslo, Norway
- Institute of Clinical Medicine, University of Oslo, Oslo, Norway
| | - Laurie J Hannigan
- PsychGen Centre for Genetic Epidemiology and Mental Health, Norwegian Institute of Public Health, Oslo, Norway
- Nic Waals Institute, Lovisenberg Diaconal Hospital, Oslo, Norway
- MRC Integrative Epidemiology Unit (IEU), University of Bristol, Bristol, UK
| | - Alexandra Havdahl
- PsychGen Centre for Genetic Epidemiology and Mental Health, Norwegian Institute of Public Health, Oslo, Norway
- Nic Waals Institute, Lovisenberg Diaconal Hospital, Oslo, Norway
- PROMENTA Research Centre,Department of Psychology, University of Oslo, Oslo, Norway
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12
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Wei W, Ma S, Fu B, Song R, Guo H. Human-specific insights into candidate genes and boosted discoveries of novel loci illuminate roles of neuroglia in reading disorders. GENES, BRAIN, AND BEHAVIOR 2024; 23:e12899. [PMID: 38752599 PMCID: PMC11097622 DOI: 10.1111/gbb.12899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/29/2024] [Revised: 04/29/2024] [Accepted: 05/02/2024] [Indexed: 05/19/2024]
Abstract
Reading disorders (RD) are human-specific neuropsychological conditions associated with decoding printed words and/or reading comprehension. So far only a handful of candidate genes segregated in families and 42 loci from genome-wide association study (GWAS) have been identified that jointly provided little clues of pathophysiology. Leveraging human-specific genomic information, we critically assessed the RD candidates for the first time and found substantial human-specific features within. The GWAS candidates (i.e., population signals) were distinct from the familial counterparts and were more likely pleiotropic in neuropsychiatric traits and to harbor human-specific regulatory elements (HSREs). Candidate genes associated with human cortical morphology indeed showed human-specific expression in adult brain cortices, particularly in neuroglia likely regulated by HSREs. Expression levels of candidate genes across human brain developmental stages showed a clear pattern of uplifted expression in early brain development crucial to RD development. Following the new insights and loci pleiotropic in cognitive traits, we identified four novel genes from the GWAS sub-significant associations (i.e., FOXO3, MAPT, KMT2E and HTT) and the Semaphorin gene family with functional priors (i.e., SEMA3A, SEMA3E and SEMA5B). These novel genes were related to neuronal plasticity and disorders, mostly conserved the pattern of uplifted expression in early brain development and had evident expression in cortical neuroglial cells. Our findings jointly illuminated the association of RD with neuroglia regulation-an emerging hotspot in studying neurodevelopmental disorders, and highlighted the need of improving RD phenotyping to avoid jeopardizing future genetic studies of RD.
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Affiliation(s)
- Wen‐Hua Wei
- Centre for Biostatistics, Division of Population Health, Health Services Research and Primary CareThe University of ManchesterManchesterUK
| | - Shaowei Ma
- Hebei Key Laboratory of Children's Cognition and Digital Education and School of Foreign LanguagesLangfang Normal UniversityLangfangChina
| | - Bo Fu
- School of Data ScienceFudan UniversityShanghaiChina
| | - Ranran Song
- Department of Maternal and Child Health and MOE (Ministry of Education) Key Laboratory of Environment and Health, School of Public Health, Tongji Medical CollegeHuazhong University of Science and TechnologyWuhanChina
| | - Hui Guo
- Centre for Biostatistics, Division of Population Health, Health Services Research and Primary CareThe University of ManchesterManchesterUK
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13
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Liu J, Supekar K, El-Said D, de los Angeles C, Zhang Y, Chang H, Menon V. Neuroanatomical, transcriptomic, and molecular correlates of math ability and their prognostic value for predicting learning outcomes. SCIENCE ADVANCES 2024; 10:eadk7220. [PMID: 38820151 PMCID: PMC11141625 DOI: 10.1126/sciadv.adk7220] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Accepted: 04/29/2024] [Indexed: 06/02/2024]
Abstract
Foundational mathematical abilities, acquired in early childhood, are essential for success in our technology-driven society. Yet, the neurobiological mechanisms underlying individual differences in children's mathematical abilities and learning outcomes remain largely unexplored. Leveraging one of the largest multicohort datasets from children at a pivotal stage of knowledge acquisition, we first establish a replicable mathematical ability-related imaging phenotype (MAIP). We then show that brain gene expression profiles enriched for candidate math ability-related genes, neuronal signaling, synaptic transmission, and voltage-gated potassium channel activity contributed to the MAIP. Furthermore, the similarity between MAIP gene expression signatures and brain structure, acquired before intervention, predicted learning outcomes in two independent math tutoring cohorts. These findings advance our knowledge of the interplay between neuroanatomical, transcriptomic, and molecular mechanisms underlying mathematical ability and reveal predictive biomarkers of learning. Our findings have implications for the development of personalized education and interventions.
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Affiliation(s)
- Jin Liu
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA
| | - Kaustubh Supekar
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA
- Wu Tsai Neurosciences Institute, Stanford University School of Medicine, Stanford, CA 94305, USA
| | - Dawlat El-Said
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA
| | - Carlo de los Angeles
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA
| | - Yuan Zhang
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA
| | - Hyesang Chang
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA
| | - Vinod Menon
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA
- Wu Tsai Neurosciences Institute, Stanford University School of Medicine, Stanford, CA 94305, USA
- Department of Neurology and Neurological Sciences, Stanford University School of Medicine, Stanford, CA 94305, USA
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14
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Di Y, Mefford J, Rahmani E, Wang J, Ravi V, Gorla A, Alwan A, Zhu T, Flint J. Genetic association analysis of human median voice pitch identifies a common locus for tonal and non-tonal languages. Commun Biol 2024; 7:540. [PMID: 38714798 PMCID: PMC11076565 DOI: 10.1038/s42003-024-06198-2] [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: 09/27/2023] [Accepted: 04/16/2024] [Indexed: 05/10/2024] Open
Abstract
The genetic influence on human vocal pitch in tonal and non-tonal languages remains largely unknown. In tonal languages, such as Mandarin Chinese, pitch changes differentiate word meanings, whereas in non-tonal languages, such as Icelandic, pitch is used to convey intonation. We addressed this question by searching for genetic associations with interindividual variation in median pitch in a Chinese major depression case-control cohort and compared our results with a genome-wide association study from Iceland. The same genetic variant, rs11046212-T in an intron of the ABCC9 gene, was one of the most strongly associated loci with median pitch in both samples. Our meta-analysis revealed four genome-wide significant hits, including two novel associations. The discovery of genetic variants influencing vocal pitch across both tonal and non-tonal languages suggests the possibility of a common genetic contribution to the human vocal system shared in two distinct populations with languages that differ in tonality (Icelandic and Mandarin).
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Affiliation(s)
- Yazheng Di
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, 100101, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, 100049, China
| | - Joel Mefford
- Department of Neurology, University of California Los Angeles, Los Angeles, CA, USA
| | - Elior Rahmani
- Department of Computational Medicine, University of California Los Angeles, Los Angeles, CA, USA
| | - Jinhan Wang
- Department of Electrical and Computer Engineering, University of California Los Angeles, Los Angeles, CA, USA
| | - Vijay Ravi
- Department of Electrical and Computer Engineering, University of California Los Angeles, Los Angeles, CA, USA
| | - Aditya Gorla
- Bioinformatics Interdepartmental Program, University of California Los Angeles, Los Angeles, CA, USA
| | - Abeer Alwan
- Department of Electrical and Computer Engineering, University of California Los Angeles, Los Angeles, CA, USA
| | - Tingshao Zhu
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, 100101, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, 100049, China
| | - Jonathan Flint
- Department of Psychiatry and Biobehavioral Sciences, Brain Research Institute, University of California Los Angeles, Los Angeles, CA, USA.
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15
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Maw KJ, Beattie G, Burns EJ. Cognitive strengths in neurodevelopmental disorders, conditions and differences: A critical review. Neuropsychologia 2024; 197:108850. [PMID: 38467371 DOI: 10.1016/j.neuropsychologia.2024.108850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 03/04/2024] [Accepted: 03/07/2024] [Indexed: 03/13/2024]
Abstract
Neurodevelopmental disorders are traditionally characterised by a range of associated cognitive impairments in, for example, sensory processing, facial recognition, visual imagery, attention, and coordination. In this critical review, we propose a major reframing, highlighting the variety of unique cognitive strengths that people with neurodevelopmental differences can exhibit. These include enhanced visual perception, strong spatial, auditory, and semantic memory, superior empathy and theory of mind, along with higher levels of divergent thinking. Whilst we acknowledge the heterogeneity of cognitive profiles in neurodevelopmental conditions, we present a more encouraging and affirmative perspective of these groups, contrasting with the predominant, deficit-based position prevalent throughout both cognitive and neuropsychological research. In addition, we provide a theoretical basis and rationale for these cognitive strengths, arguing for the critical role of hereditability, behavioural adaptation, neuronal-recycling, and we draw on psychopharmacological and social explanations. We present a table of potential strengths across conditions and invite researchers to systematically investigate these in their future work. This should help reduce the stigma around neurodiversity, instead promoting greater social inclusion and significant societal benefits.
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Lin F, Li Y, Wang J, Jardines S, King R, Chrenek MA, Wiggs JL, Boatright JH, Geisert EE. POU6F2, a risk factor for glaucoma, myopia and dyslexia, labels specific populations of retinal ganglion cells. Sci Rep 2024; 14:10096. [PMID: 38698014 PMCID: PMC11066091 DOI: 10.1038/s41598-024-60444-5] [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: 03/05/2024] [Accepted: 04/23/2024] [Indexed: 05/05/2024] Open
Abstract
Pou6f2 is a genetic connection between central corneal thickness (CCT) in the mouse and a risk factor for developing primary open-angle glaucoma. POU6F2 is also a risk factor for several conditions in humans, including glaucoma, myopia, and dyslexia. Recent findings demonstrate that POU6F2-positive retinal ganglion cells (RGCs) comprise a number of RGC subtypes in the mouse, some of which also co-stain for Cdh6 and Hoxd10. These POU6F2-positive RGCs appear to be novel of ON-OFF directionally selective ganglion cells (ooDSGCs) that do not co-stain with CART or SATB2 (typical ooDSGCs markers). These POU6F2-positive cells are sensitive to damage caused by elevated intraocular pressure. In the DBA/2J mouse glaucoma model, heavily-labeled POU6F2 RGCs decrease by 73% at 8 months of age compared to only 22% loss of total RGCs (labeled with RBPMS). Additionally, Pou6f2-/- mice suffer a significant loss of acuity and spatial contrast sensitivity along with an 11.4% loss of total RGCs. In the rhesus macaque retina, POU6F2 labels the large parasol ganglion cells that form the magnocellular (M) pathway. The association of POU6F2 with the M-pathway may reveal in part its role in human glaucoma, myopia, and dyslexia.
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Affiliation(s)
- Fangyu Lin
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
| | - Ying Li
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
| | - Jiaxing Wang
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
| | - Sandra Jardines
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
- Icahn School of Medicine at Mount Sinai, 1 Gustave L. Levy Pl, New York, NY, 10029, USA
| | - Rebecca King
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
| | - Micah A Chrenek
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
| | - Janey L Wiggs
- Massachusetts Eye and Ear, Harvard Medical School Boston, Boston, MA, USA
| | - Jeffrey H Boatright
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA
- Atlanta Veterans Administration Center for Visual and Neurocognitive Rehabilitation, Decatur, GA, USA
| | - Eldon E Geisert
- Department of Ophthalmology, Emory University, 1365B Clifton Road NE, Atlanta, GA, 30322, USA.
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17
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Xie Z, Zhang T, Kim S, Lu J, Zhang W, Lin CH, Wu MR, Davis A, Channa R, Giancardo L, Chen H, Wang S, Chen R, Zhi D. iGWAS: Image-based genome-wide association of self-supervised deep phenotyping of retina fundus images. PLoS Genet 2024; 20:e1011273. [PMID: 38728357 PMCID: PMC11111076 DOI: 10.1371/journal.pgen.1011273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Revised: 05/22/2024] [Accepted: 04/25/2024] [Indexed: 05/12/2024] Open
Abstract
Existing imaging genetics studies have been mostly limited in scope by using imaging-derived phenotypes defined by human experts. Here, leveraging new breakthroughs in self-supervised deep representation learning, we propose a new approach, image-based genome-wide association study (iGWAS), for identifying genetic factors associated with phenotypes discovered from medical images using contrastive learning. Using retinal fundus photos, our model extracts a 128-dimensional vector representing features of the retina as phenotypes. After training the model on 40,000 images from the EyePACS dataset, we generated phenotypes from 130,329 images of 65,629 British White participants in the UK Biobank. We conducted GWAS on these phenotypes and identified 14 loci with genome-wide significance (p<5×10-8 and intersection of hits from left and right eyes). We also did GWAS on the retina color, the average color of the center region of the retinal fundus photos. The GWAS of retina colors identified 34 loci, 7 are overlapping with GWAS of raw image phenotype. Our results establish the feasibility of this new framework of genomic study based on self-supervised phenotyping of medical images.
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Affiliation(s)
- Ziqian Xie
- Department of Molecular and Human Genetics, Baylor College of Medicine, Houston, Texas, United States of America
- School of Biomedical Informatics, The University of Texas Health Science Center at Houston, Houston, Texas, United States of America
| | - Tao Zhang
- Department of Molecular and Human Genetics, Baylor College of Medicine, Houston, Texas, United States of America
| | - Sangbae Kim
- Department of Molecular and Human Genetics, Baylor College of Medicine, Houston, Texas, United States of America
| | - Jiaxiong Lu
- Department of Molecular and Human Genetics, Baylor College of Medicine, Houston, Texas, United States of America
| | - Wanheng Zhang
- School of Public Health, The University of Texas Health Science Center at Houston, Houston, Texas, United States of America
| | - Cheng-Hui Lin
- Department of Ophthalmology, Stanford University School of Medicine, Stanford, California, United States of America
| | - Man-Ru Wu
- Department of Ophthalmology, Stanford University School of Medicine, Stanford, California, United States of America
| | - Alexander Davis
- Department of Ophthalmology, Stanford University School of Medicine, Stanford, California, United States of America
| | - Roomasa Channa
- Department of Ophthalmology and Visual Sciences, University of Wisconsin, Madison, Wisconsin, United States of America
| | - Luca Giancardo
- School of Biomedical Informatics, The University of Texas Health Science Center at Houston, Houston, Texas, United States of America
| | - Han Chen
- School of Biomedical Informatics, The University of Texas Health Science Center at Houston, Houston, Texas, United States of America
- School of Public Health, The University of Texas Health Science Center at Houston, Houston, Texas, United States of America
- Human Genetics Center, Department of Epidemiology, Human Genetics and Environmental Sciences, School of Public Health, The University of Texas Health Science Center at Houston, Houston, Texas, United States of America
| | - Sui Wang
- Department of Ophthalmology, Stanford University School of Medicine, Stanford, California, United States of America
| | - Rui Chen
- Department of Molecular and Human Genetics, Baylor College of Medicine, Houston, Texas, United States of America
| | - Degui Zhi
- School of Biomedical Informatics, The University of Texas Health Science Center at Houston, Houston, Texas, United States of America
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18
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Morgan AT, Amor DJ, St John MD, Scheffer IE, Hildebrand MS. Genetic architecture of childhood speech disorder: a review. Mol Psychiatry 2024; 29:1281-1292. [PMID: 38366112 PMCID: PMC11189821 DOI: 10.1038/s41380-024-02409-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Revised: 12/20/2023] [Accepted: 01/02/2024] [Indexed: 02/18/2024]
Abstract
Severe speech disorders lead to poor literacy, reduced academic attainment and negative psychosocial outcomes. As early as the 1950s, the familial nature of speech disorders was recognized, implying a genetic basis; but the molecular genetic basis remained unknown. In 2001, investigation of a large three generational family with severe speech disorder, known as childhood apraxia of speech (CAS), revealed the first causative gene; FOXP2. A long hiatus then followed for CAS candidate genes, but in the past three years, genetic analysis of cohorts ascertained for CAS have revealed over 30 causative genes. A total of 36 pathogenic variants have been identified from 122 cases across 3 cohorts in this nascent field. All genes identified have been in coding regions to date, with no apparent benefit at this stage for WGS over WES in identifying monogenic conditions associated with CAS. Hence current findings suggest a remarkable one in three children have a genetic variant that explains their CAS, with significant genetic heterogeneity emerging. Around half of the candidate genes identified are currently supported by medium (6 genes) to strong (9 genes) evidence supporting the association between the gene and CAS. Despite genetic heterogeneity; many implicated proteins functionally converge on pathways involved in chromatin modification or transcriptional regulation, opening the door to precision diagnosis and therapies. Most of the new candidate genes for CAS are associated with previously described neurodevelopmental conditions that include intellectual disability, autism and epilepsy; broadening the phenotypic spectrum to a distinctly milder presentation defined by primary speech disorder in the setting of normal intellect. Insights into the genetic bases of CAS, a severe, rare speech disorder, are yet to translate to understanding the heritability of more common, typically milder forms of speech or language impairment such as stuttering or phonological disorder. These disorders likely follow complex inheritance with polygenic contributions in many cases, rather than the monogenic patterns that underly one-third of patients with CAS. Clinical genetic testing for should now be implemented for individuals with CAS, given its high diagnostic rate, which parallels many other neurodevelopmental disorders where this testing is already standard of care. The shared mechanisms implicated by gene discovery for CAS highlight potential new targets for future precision therapies.
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Affiliation(s)
- Angela T Morgan
- Murdoch Children's Research Institute, Melbourne, VIC, Australia.
- Speech Pathology, University of Melbourne, Melbourne, VIC, Australia.
- Speech Pathology, Royal Children's Hospital, Melbourne, VIC, Australia.
| | - David J Amor
- Murdoch Children's Research Institute, Melbourne, VIC, Australia
- Department of Paediatrics, University of Melbourne, Royal Children's Hospital, Melbourne, VIC, Australia
| | - Miya D St John
- Murdoch Children's Research Institute, Melbourne, VIC, Australia
- Speech Pathology, University of Melbourne, Melbourne, VIC, Australia
| | - Ingrid E Scheffer
- Murdoch Children's Research Institute, Melbourne, VIC, Australia
- Epilepsy Research Centre, Austin Health, Melbourne, VIC, Australia
| | - Michael S Hildebrand
- Murdoch Children's Research Institute, Melbourne, VIC, Australia
- Epilepsy Research Centre, Austin Health, Melbourne, VIC, Australia
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Rinne N, Wikman P, Sahari E, Salmi J, Einarsdóttir E, Kere J, Alho K. Developmental dyslexia susceptibility genes DNAAF4, DCDC2, and NRSN1 are associated with brain function in fluently reading adolescents and young adults. Cereb Cortex 2024; 34:bhae144. [PMID: 38610086 PMCID: PMC11014888 DOI: 10.1093/cercor/bhae144] [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: 10/11/2023] [Revised: 03/16/2024] [Accepted: 03/17/2024] [Indexed: 04/14/2024] Open
Abstract
Reading skills and developmental dyslexia, characterized by difficulties in developing reading skills, have been associated with brain anomalies within the language network. Genetic factors contribute to developmental dyslexia risk, but the mechanisms by which these genes influence reading skills remain unclear. In this preregistered study (https://osf.io/7sehx), we explored if developmental dyslexia susceptibility genes DNAAF4, DCDC2, NRSN1, and KIAA0319 are associated with brain function in fluently reading adolescents and young adults. Functional MRI and task performance data were collected during tasks involving written and spoken sentence processing, and DNA sequence variants of developmental dyslexia susceptibility genes previously associated with brain structure anomalies were genotyped. The results revealed that variation in DNAAF4, DCDC2, and NRSN1 is associated with brain activity in key language regions: the left inferior frontal gyrus, middle temporal gyrus, and intraparietal sulcus. Furthermore, NRSN1 was associated with task performance, but KIAA0319 did not yield any significant associations. Our findings suggest that individuals with a genetic predisposition to developmental dyslexia may partly employ compensatory neural and behavioral mechanisms to maintain typical task performance. Our study highlights the relevance of these developmental dyslexia susceptibility genes in language-related brain function, even in individuals without developmental dyslexia, providing valuable insights into the genetic factors influencing language processing.
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Affiliation(s)
- Nea Rinne
- Department of Psychology and Logopedics, University of Helsinki, Haartmaninkatu 3, 00014 Helsinki, Finland
| | - Patrik Wikman
- Department of Psychology and Logopedics, University of Helsinki, Haartmaninkatu 3, 00014 Helsinki, Finland
| | - Elisa Sahari
- Department of Psychology and Speech-Language Pathology, University of Turku, Assistentinkatu 7, 20500 Turku, Finland
| | - Juha Salmi
- Department of Neuroscience and Biomedical Engineering, Otakaari 3, Aalto University, (AALTO), P.O. BOX 00076, Espoo, Finland
| | - Elisabet Einarsdóttir
- Science for Life Laboratory, Department of Gene Technology, KTH-Royal Institute of Technology, SE-171 21, Solna, Sweden
| | - Juha Kere
- Department of Biosciences and Nutrition, Karolinska Institutet, H7 Medicin, Huddinge, Sweden
- Folkhälsan Research Center, and Stem Cells and Metabolism Research Program (STEMM), University of Helsinki, PL 63, Haartmaninkatu 8, Helsinki, Finland
| | - Kimmo Alho
- Department of Psychology and Logopedics, University of Helsinki, Haartmaninkatu 3, 00014 Helsinki, Finland
- Advanced Magnetic Imaging Centre, Aalto NeuroImaging, Aalto University, Espoo, Finland
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20
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Mascheretti S, Lampis V, Andreola C, Lecce S, Dionne G. Continuity and change of genetic and environmental influences on reading and reading-related neurocognitive skills: A systematic review of longitudinal twin studies. Neurosci Biobehav Rev 2024; 159:105576. [PMID: 38331130 DOI: 10.1016/j.neubiorev.2024.105576] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Revised: 01/27/2024] [Accepted: 02/03/2024] [Indexed: 02/10/2024]
Abstract
Learning to read is a dynamic and cumulative process beginning from birth and continuing through the school years. Empirical data showed a decrease of additive genetic (A) and shared environmental (C) components and an increase of non-shared environmental (E) components from preschool to middle school. However, our understanding of the aetiology of continuity and change of reading skills across this developmental period is limited. Following the PRISMA guidelines, we reviewed the results of behavioral genetic research on reading-related neurocognitive skills of 13 longitudinal twin and adoptive sibling studies spanning from preschool/kindergarten to middle/high school. Our findings suggested that continuity was mainly explained by A components throughout the study periods, and, although to a lesser extent and less consistently, by C components during the early years; change was explained by new E components throughout the years, and also by new A components in the early years. As we are interested in models relevant to traits with early onset during development, it is crucial to deepen the investigation of how developmental time can moderate the genetic and environmental variation.
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Affiliation(s)
- Sara Mascheretti
- Department of Brain and Behavioral Sciences, University of Pavia, Piazza Botta 6, 27100 Pavia, Italy; Child Psychopathology Unit, Scientific Institute IRCCS Eugenio Medea, via don Luigi Monza 20, 23842 Bosisio Parini, Italy.
| | - Valentina Lampis
- Department of Brain and Behavioral Sciences, University of Pavia, Piazza Botta 6, 27100 Pavia, Italy; Child Psychopathology Unit, Scientific Institute IRCCS Eugenio Medea, via don Luigi Monza 20, 23842 Bosisio Parini, Italy
| | - Chiara Andreola
- Université de Paris, Laboratoire de Psychologie de Développement et de l'Éducation de l'Enfant (LaPsyDÉ), 46 rue Saint Jacques, 75005 Paris, France
| | - Serena Lecce
- Department of Brain and Behavioral Sciences, University of Pavia, Piazza Botta 6, 27100 Pavia, Italy
| | - Ginette Dionne
- École de Psychologie, Université Laval, Pavillon Félix-Antoine-Savard, 2325 rue des Bibliothèques, Quebec City, Quebec G1V 0A6, Canada.
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Jiang Q, Wan Y, Zhu K, Wang H, Feng Y, Xiang Z, Liu R, Zhao S, Zhu Y, Song R. Association of exposure to phthalates and phthalate alternatives with dyslexia in Chinese primary school children. ENVIRONMENTAL SCIENCE AND POLLUTION RESEARCH INTERNATIONAL 2024; 31:28392-28403. [PMID: 38538993 DOI: 10.1007/s11356-024-32871-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2023] [Accepted: 03/05/2024] [Indexed: 04/30/2024]
Abstract
Previous studies have shown associations between children's exposure to phthalates and neurodevelopmental disorders. Whereas the impact of exposure to phthalate alternatives is understudied. This study aimed to evaluate the association of exposure to phthalates/their alternatives with the risk of dyslexia. We recruited 745 children (355 dyslexia and 390 non-dyslexia) via the Tongji Reading Environment and Dyslexia Research Project, and their urine samples were collected. A total of 26 metabolites of phthalates/their alternatives were measured. Multivariate logistic regression and quantile-based g-computation were used to estimate the associations of exposure to the phthalates/their alternatives with dyslexia. More than 80% of the children had 17 related metabolites detected in their urine samples. After adjustment, the association between mono-2-(propyl-6-hydroxy-heptyl) phthalate (OH-MPHP) with the risk of dyslexia was observed. Compared with the lowest quartile of OH-MPHP levels, the odds of dyslexia for the third quartile was 1.93 (95% CI 1.06, 3.57). Regarding mixture analyses, it was found that OH-MPHP contributed the most to the association. Further analyses stratified by sex revealed that this association was only observed in boys. Our results suggested a significantly adverse association of di-2-propylheptyl phthalate exposure with children's language abilities. It highlights the necessity to prioritize the protection of children's neurodevelopment by minimizing their exposure to endocrine-disrupting chemicals like di-2-propylheptyl phthalate.
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Affiliation(s)
- Qi Jiang
- Department of Maternal and Child Health and MOE (Ministry of Education) the Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Yanjian Wan
- Center for Public Health Laboratory Service, Institute of Environmental Health, Wuhan Centers for Disease Control & Prevention, Wuhan, 430024, Hubei, China
| | - Kaiheng Zhu
- Department of Maternal and Child Health and MOE (Ministry of Education) the Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Haoxue Wang
- Department of Maternal and Child Health and MOE (Ministry of Education) the Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Yanan Feng
- Department of Maternal and Child Health and MOE (Ministry of Education) the Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Zhen Xiang
- Department of Maternal and Child Health and MOE (Ministry of Education) the Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Rundong Liu
- Department of Maternal and Child Health and MOE (Ministry of Education) the Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Shuai Zhao
- Department of Maternal and Child Health and MOE (Ministry of Education) the Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China
| | - Ying Zhu
- Department of Epidemiology and Biostatistics, School of Public Health, Wuhan University, Wuhan, 430072, China
| | - Ranran Song
- Department of Maternal and Child Health and MOE (Ministry of Education) the Key Lab of Environment and Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430030, China.
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22
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Bonte M, Brem S. Unraveling individual differences in learning potential: A dynamic framework for the case of reading development. Dev Cogn Neurosci 2024; 66:101362. [PMID: 38447471 PMCID: PMC10925938 DOI: 10.1016/j.dcn.2024.101362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2023] [Revised: 02/02/2024] [Accepted: 03/01/2024] [Indexed: 03/08/2024] Open
Abstract
Children show an enormous capacity to learn during development, but with large individual differences in the time course and trajectory of learning and the achieved skill level. Recent progress in developmental sciences has shown the contribution of a multitude of factors including genetic variation, brain plasticity, socio-cultural context and learning experiences to individual development. These factors interact in a complex manner, producing children's idiosyncratic and heterogeneous learning paths. Despite an increasing recognition of these intricate dynamics, current research on the development of culturally acquired skills such as reading still has a typical focus on snapshots of children's performance at discrete points in time. Here we argue that this 'static' approach is often insufficient and limits advancements in the prediction and mechanistic understanding of individual differences in learning capacity. We present a dynamic framework which highlights the importance of capturing short-term trajectories during learning across multiple stages and processes as a proxy for long-term development on the example of reading. This framework will help explain relevant variability in children's learning paths and outcomes and fosters new perspectives and approaches to study how children develop and learn.
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Affiliation(s)
- Milene Bonte
- Department of Cognitive Neuroscience and Maastricht Brain Imaging Center, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, the Netherlands.
| | - Silvia Brem
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital of Psychiatry Zurich, University of Zurich, Switzerland; Neuroscience Center Zurich, University of Zurich and ETH Zurich, Switzerland; URPP Adaptive Brain Circuits in Development and Learning (AdaBD), University of Zurich, Zurich, Switzerland
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23
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Snowling M, Hulme C. Do we really need a new definition of dyslexia? A commentary. ANNALS OF DYSLEXIA 2024:10.1007/s11881-024-00305-y. [PMID: 38526759 DOI: 10.1007/s11881-024-00305-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/06/2024] [Indexed: 03/27/2024]
Abstract
We provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions may differ depending upon their purpose. Traditional discrepancy definitions may be useful for research purposes, but when considering the provision of educational services discrepancy definitions are not useful since all children with reading difficulties require reading intervention regardless of their level of IQ.
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Affiliation(s)
- Maggie Snowling
- University of Oxford and St. John's College, Oxford, England.
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24
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Theodoridou D, Tsiantis CO, Vlaikou AM, Chondrou V, Zakopoulou V, Christodoulides P, Oikonomou ED, Tzimourta KD, Kostoulas C, Tzallas AT, Tsamis KI, Peschos D, Sgourou A, Filiou MD, Syrrou M. Developmental Dyslexia: Insights from EEG-Based Findings and Molecular Signatures-A Pilot Study. Brain Sci 2024; 14:139. [PMID: 38391714 PMCID: PMC10887023 DOI: 10.3390/brainsci14020139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Revised: 01/25/2024] [Accepted: 01/26/2024] [Indexed: 02/24/2024] Open
Abstract
Developmental dyslexia (DD) is a learning disorder. Although risk genes have been identified, environmental factors, and particularly stress arising from constant difficulties, have been associated with the occurrence of DD by affecting brain plasticity and function, especially during critical neurodevelopmental stages. In this work, electroencephalogram (EEG) findings were coupled with the genetic and epigenetic molecular signatures of individuals with DD and matched controls. Specifically, we investigated the genetic and epigenetic correlates of key stress-associated genes (NR3C1, NR3C2, FKBP5, GILZ, SLC6A4) with psychological characteristics (depression, anxiety, and stress) often included in DD diagnostic criteria, as well as with brain EEG findings. We paired the observed brain rhythms with the expression levels of stress-related genes, investigated the epigenetic profile of the stress regulator glucocorticoid receptor (GR) and correlated such indices with demographic findings. This study presents a new interdisciplinary approach and findings that support the idea that stress, attributed to the demands of the school environment, may act as a contributing factor in the occurrence of the DD phenotype.
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Affiliation(s)
- Daniela Theodoridou
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Christos-Orestis Tsiantis
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Angeliki-Maria Vlaikou
- Biomedical Research Institute, Foundation for Research and Technology-Hellas (FORTH), 45110 Ioannina, Greece
- Laboratory of Biochemistry, Department of Biological Applications and Technology, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Vasiliki Chondrou
- Laboratory of Biology, School of Science and Technology, Hellenic Open University, 26335 Patras, Greece
| | - Victoria Zakopoulou
- Department of Speech and Language Therapy, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Pavlos Christodoulides
- Department of Speech and Language Therapy, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
- Laboratory of Physiology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Emmanouil D Oikonomou
- Department of Informatics and Telecommunications, School of Informatics & Telecommunications, University of Ioannina, 47100 Arta, Greece
| | - Katerina D Tzimourta
- Department of Electrical and Computer Engineering, University of Western Macedonia, 50100 Kozani, Greece
| | - Charilaos Kostoulas
- Laboratory of Medical Genetics, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Alexandros T Tzallas
- Department of Informatics and Telecommunications, School of Informatics & Telecommunications, University of Ioannina, 47100 Arta, Greece
| | - Konstantinos I Tsamis
- Laboratory of Physiology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Dimitrios Peschos
- Laboratory of Physiology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Argyro Sgourou
- Laboratory of Biology, School of Science and Technology, Hellenic Open University, 26335 Patras, Greece
| | - Michaela D Filiou
- Biomedical Research Institute, Foundation for Research and Technology-Hellas (FORTH), 45110 Ioannina, Greece
- Laboratory of Biochemistry, Department of Biological Applications and Technology, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
| | - Maria Syrrou
- Laboratory of Biology, Faculty of Medicine, School of Health Sciences, University of Ioannina, 45110 Ioannina, Greece
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25
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Espinosa-Mojica AA, Varo Varo C. Determining the Linguistic Profile of Children With Rare Genetic Disorders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024; 67:170-186. [PMID: 38085694 DOI: 10.1044/2023_jslhr-23-00101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2024]
Abstract
PURPOSE Language studies on populations with rare genetic disorders are limited. Hence, there is little data on commonly found or expected developmental linguistic traits and cognitive mechanisms that may be impaired. Based on the hypothesis that there is a close connection between language and cognition and the relevance of specific genetic changes in the development of each, our goal was to provide linguistic data on relationships with other executive functioning mechanisms. METHOD This study assessed language skills, communicative behaviors, and executive functions in four children, aged 7-9 years, with rare genetic disorders, using standardized protocols and tests. RESULTS The findings revealed different levels of language impairment and executive functioning problems in each case. The overall executive function index performance for each of the four cases studied was clinically significantly high, indicating executive dysfunction. CONCLUSIONS The cases analyzed illustrate different types of atypical development that affect both language and other cognitive mechanisms and underscore the importance of executive skills and the various ways in which they are involved in diverse levels of language that might be affected to a greater or lesser degree in rare genetic disorders. In conclusion, we found that language dysfunction is a salient feature of the rare genetic disorders included in our study, although this is not necessarily true for all genetic disorders. Along with these conclusive results, we performed a qualitative analysis of the linguistic and cognitive components that enable functional communication in order to allow optimal interpretation of the data we have collected, laying the foundations for a more effective therapeutic approach.
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26
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Zaki ZMM, Ali SA, Ghazali MM, Jam FA. Genetic Modifications of Developmental Dyslexia and Its Representation Using In Vivo, In Vitro Model. Glob Med Genet 2024; 11:76-85. [PMID: 38414980 PMCID: PMC10898997 DOI: 10.1055/s-0044-1781456] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/29/2024] Open
Abstract
Dyslexia is a genetic and heritable disorder that has yet to discover the treatment of it, especially at the molecular and drug intervention levels. This review provides an overview of the current findings on the environmental and genetic factors involved in developmental dyslexia. The latest techniques used in diagnosing the disease and macromolecular factors findings may contribute to a higher degree of development in detangling the proper management and treatment for dyslexic individuals. Furthermore, this review tried to put together all the models used in the current dyslexia research for references in future studies that include animal models as well as in vitro models and how the previous research has provided consistent data across many years and regions. Thus, we suggest furthering the studies using an organoid model based on the existing gene polymorphism, pathways, and neuronal function input.
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Affiliation(s)
- Zakiyyah M M Zaki
- Department of Neurosciences, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
| | - Siti A Ali
- Department of Electronic Engineering, Faculty of Engineering and Green Technology, Universiti Tunku Abdul Rahman, Kampar, Perak, Malaysia
- Centre for Healthcare Science and Technology, Universiti Tunku Abdul Rahman, Kampar, Perak, Malaysia
| | - Mazira M Ghazali
- Department of Neurosciences, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
- Faculty of Medicine, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
| | - Faidruz A Jam
- Department of Biochemistry, Faculty of Medicine, Manipal University College Malaysia, Melaka, Malaysia
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27
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Moulton MH, Eide BL. Information from Noise: Measuring Dyslexia Risk Using Rasch-like Matrix Factorization with a Procedure for Equating Instruments. ENTROPY (BASEL, SWITZERLAND) 2023; 25:1580. [PMID: 38136460 PMCID: PMC10742921 DOI: 10.3390/e25121580] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Revised: 11/15/2023] [Accepted: 11/22/2023] [Indexed: 12/24/2023]
Abstract
This study examines the psychometric properties of a screening protocol for dyslexia and demonstrates a special form of matrix factorization called Nous based on the Alternating Least Squares algorithm. Dyslexia presents an intrinsically multidimensional complex of cognitive loads. By building and enforcing a common 6-dimensional space, Nous extracts a multidimensional signal for each person and item from test data that increases the Shannon entropy of the dataset while at the same time being constrained to meet the special objectivity requirements of the Rasch model. The resulting Dyslexia Risk Scale (DRS) yields linear equal-interval measures that are comparable regardless of the subset of items taken by the examinee. Each measure and cell estimate is accompanied by an efficiently calculated standard error. By incorporating examinee age into the calibration process, the DRS can be generalized to all age groups to allow the tracking of individual dyslexia risk over time. The methodology was implemented using a 2019 calibration sample of 828 persons aged 7 to 82 with varying degrees of dyslexia risk. The analysis yielded high reliability (0.95) and excellent receiver operating characteristics (AUC = 0.96). The analysis is accompanied by a discussion of the information-theoretic properties of matrix factorization.
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28
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Alagöz G, Eising E, Mekki Y, Bignardi G, Fontanillas P, Nivard MG, Luciano M, Cox NJ, Fisher SE, Gordon RL. The shared genetic architecture and evolution of human language and musical rhythm. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.11.01.564908. [PMID: 37961248 PMCID: PMC10634981 DOI: 10.1101/2023.11.01.564908] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/15/2023]
Abstract
Rhythm and language-related traits are phenotypically correlated, but their genetic overlap is largely unknown. Here, we leveraged two large-scale genome-wide association studies performed to shed light on the shared genetics of rhythm (N=606,825) and dyslexia (N=1,138,870). Our results reveal an intricate shared genetic and neurobiological architecture, and lay groundwork for resolving longstanding debates about the potential co-evolution of human language and musical traits.
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Affiliation(s)
- Gökberk Alagöz
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, 6500 AH Nijmegen, The Netherlands
| | - Else Eising
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, 6500 AH Nijmegen, The Netherlands
| | - Yasmina Mekki
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Giacomo Bignardi
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, 6500 AH Nijmegen, The Netherlands
- Max Planck School of Cognition, Leipzig, Germany
| | | | - Michel G Nivard
- Department of Biological Psychology, Vrije Universiteit, Amsterdam, the Netherlands
| | - Michelle Luciano
- Department of Psychology, University of Edinburgh, Edinburgh, UK
| | - Nancy J Cox
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Simon E Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, 6500 AH Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, 6500 HB Nijmegen, The Netherlands
| | - Reyna L Gordon
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
- The Curb Center, Vanderbilt University, Nashville, TN, USA
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29
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Chung CY, Pan DJ, Paracchini S, Jiang W, So HC, McBride C, Maurer U, Zheng M, Choy KW. Dyslexia-related loci are significantly associated with language and literacy in Chinese-English bilingual Hong Kong Chinese twins. Hum Genet 2023; 142:1519-1529. [PMID: 37668838 DOI: 10.1007/s00439-023-02594-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Accepted: 08/10/2023] [Indexed: 09/06/2023]
Abstract
A recent genome-wide association study on dyslexia in 51,800 affected European adults and 1,087,070 controls detected 42 genome-wide significant single nucleotide variants (SNPs). The association between rs2624839 in SEMA3F and reading fluency was replicated in a Chinese cohort. This study explores the genetic overlap between Chinese and English word reading, vocabulary knowledge and spelling, and aims at replicating the association in a unique cohort of bilingual (Chinese-English) Hong Kong Chinese twins. Our result showed an almost complete genetic overlap in vocabulary knowledge (r2 = 0.995), and some genetic overlaps in word reading and spelling (r2 = 0.846, 0.687) across the languages. To investigate the region near rs2624839, we tested proxy SNPs (rs1005678, rs12632110 and rs12494414) at the population level (n = 305-308) and the within-twin level (n = 342-344 [171-172 twin pairs]). All the three SNPs showed significant associations with quantitative Chinese and English vocabulary knowledge (p < 0.05). The strongest association after multiple testing correction was between rs12494414 and English vocabulary knowledge at the within-twin level (p = 0.004). There was a trend of associations with word reading and spelling in English but not in Chinese. Our result suggested that the region near rs2624839 is one of the common genetic factors across English and Chinese vocabulary knowledge and unique factors of English word reading and English spelling in bilingual Chinese twins. A larger sample size is required to validate our findings. Further studies on the relationship between variable expression of SEMA3F, which is important to neurodevelopment, and language and literacy are encouraged.
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Affiliation(s)
- Cheuk Yan Chung
- Department of Obstetrics and Gynaecology, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Dora Jue Pan
- School of Humanities and Social Science, The Chinese University of Hong Kong (Shenzhen), Shenzhen, China
| | | | - Wenxuan Jiang
- Department of Obstetrics and Gynaecology, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Hon-Cheong So
- School of Biomedical Sciences, The Chinese University of Hong Kong, Hong Kong SAR, China
- KIZ-CUHK Joint Laboratory of Bioresources and Molecular Research of Common Diseases, Kunming Institute of Zoology and The Chinese University of Hong Kong, Hong Kong SAR, China
- Department of Psychiatry, The Chinese University of Hong Kong, Hong Kong SAR, China
- Hong Kong Branch of the Chinese Academy of Sciences Center for Excellence in Animal Evolution and Genetics, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Catherine McBride
- Department of Human Development and Family Science, Purdue University, West Lafayette, IN, USA
| | - Urs Maurer
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong SAR, China
- Centre for Developmental Psychology, The Chinese University of Hong Kong, Hong Kong SAR, China
- Brain and Mind Institute, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Mo Zheng
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong SAR, China.
- Division of Science and Technology, Beijing Normal University-Hong Kong Baptist University United International College, Zhuhai, China.
| | - Kwong Wai Choy
- Department of Obstetrics and Gynaecology, The Chinese University of Hong Kong, Hong Kong SAR, China.
- Joint BCM-CUHK Center of Medical Genetics, Hong Kong SAR, China.
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30
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Calì F, Di Blasi FD, Avola E, Vinci M, Musumeci A, Gloria A, Greco D, Raciti DR, Zagami A, Rizzo B, Città S, Federico C, Vetri L, Saccone S, Buono S. Specific Learning Disorders: Variation Analysis of 15 Candidate Genes in 9 Multiplex Families. MEDICINA (KAUNAS, LITHUANIA) 2023; 59:1503. [PMID: 37629793 PMCID: PMC10456226 DOI: 10.3390/medicina59081503] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2023] [Revised: 08/13/2023] [Accepted: 08/20/2023] [Indexed: 08/27/2023]
Abstract
Background and Objectives: Specific Learning Disorder (SLD) is a complex neurobiological disorder characterized by a persistent difficult in reading (dyslexia), written expression (dysgraphia), and mathematics (dyscalculia). The hereditary and genetic component is one of the underlying causes of SLD, but the relationship between genes and the environment should be considered. Several genetic studies were performed in different populations to identify causative genes. Materials and Methods: Here, we show the analysis of 9 multiplex families with at least 2 individuals diagnosed with SLD per family, with a total of 37 persons, 21 of whom are young subjects with SLD, by means of Next-Generation Sequencing (NGS) to identify possible causative mutations in a panel of 15 candidate genes: CCPG1, CYP19A1, DCDC2, DGKI, DIP2A, DYM, GCFC2, KIAA0319, MC5R, MRPL19, NEDD4L, PCNT, PRMT2, ROBO1, and S100B. Results: We detected, in eight families out nine, SNP variants in the DGKI, DIP2A, KIAA0319, and PCNT genes, even if in silico analysis did not show any causative effect on this behavioral condition. In all cases, the mutation was transmitted by one of the two parents, thus excluding the case of de novo mutation. Moreover, the parent carrying the allelic variant transmitted to the children, in six out of seven families, reports language difficulties. Conclusions: Although the present results cannot be considered conclusive due to the limited sample size, the identification of genetic variants in the above genes can provide input for further research on the same, as well as on other genes/mutations, to better understand the genetic basis of this disorder, and from this perspective, to better understand also the neuropsychological and social aspects connected to this disorder, which affects an increasing number of young people.
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Affiliation(s)
- Francesco Calì
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
| | | | - Emanuela Avola
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
| | - Mirella Vinci
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
| | - Antonino Musumeci
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
| | - Angelo Gloria
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
| | - Donatella Greco
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
| | - Daniela Rita Raciti
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
| | - Alessandro Zagami
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
| | - Biagio Rizzo
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
| | - Santina Città
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
| | - Concetta Federico
- Department Biological, Geological and Environmental Sciences, University of Catania, Via Androne 81, 95124 Catania, Italy
| | - Luigi Vetri
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
| | - Salvatore Saccone
- Department Biological, Geological and Environmental Sciences, University of Catania, Via Androne 81, 95124 Catania, Italy
| | - Serafino Buono
- Oasi Research Institute—IRCCS, Via Conte Ruggero 73, 94018 Troina, Italy; (F.C.); (F.D.D.B.); (S.B.)
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31
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Carrión-Castillo A, Paz-Alonso PM, Carreiras M. Brain structure, phenotypic and genetic correlates of reading performance. Nat Hum Behav 2023; 7:1120-1134. [PMID: 37037991 DOI: 10.1038/s41562-023-01583-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 03/08/2023] [Indexed: 04/12/2023]
Abstract
Reading is an evolutionarily recent development that recruits and tunes brain circuitry connecting primary- and language-processing regions. We investigated whether metrics of the brain's physical structure correlate with reading performance and whether genetic variants affect this relationship. To this aim, we used the Adolescent Brain Cognitive Development dataset (n = 9,013) of 9-10-year-olds and focused on 150 measures of cortical surface area (CSA) and thickness. Our results reveal that reading performance is associated with nine measures of brain structure including relevant regions of the reading network. Furthermore, we show that this relationship is partially mediated by genetic factors for two of these measures: the CSA of the entire left hemisphere and, specifically, of the left superior temporal gyrus CSA. These effects emphasize the complex and subtle interplay between genes, brain and reading, which is a partly heritable polygenic skill that relies on a distributed network.
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Affiliation(s)
| | - Pedro M Paz-Alonso
- Basque Center on Cognition, Brain and Language (BCBL), Donostia-San Sebastián, Spain
- Ikerbasque, Basque Foundation for Science, Bilbao, Spain
| | - Manuel Carreiras
- Basque Center on Cognition, Brain and Language (BCBL), Donostia-San Sebastián, Spain.
- Ikerbasque, Basque Foundation for Science, Bilbao, Spain.
- University of the Basque Country, Bilbao, Spain.
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Kristjánsson Á, Sigurdardottir HM. The Role of Visual Factors in Dyslexia. J Cogn 2023; 6:31. [PMID: 37397349 PMCID: PMC10312247 DOI: 10.5334/joc.287] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Accepted: 06/13/2023] [Indexed: 07/04/2023] Open
Abstract
What are the causes of dyslexia? Decades of research reflect a determined search for a single cause where a common assumption is that dyslexia is a consequence of problems with converting phonological information into lexical codes. But reading is a highly complex activity requiring many well-functioning mechanisms, and several different visual problems have been documented in dyslexic readers. We critically review evidence from various sources for the role of visual factors in dyslexia, from magnocellular dysfunction through accounts based on abnormal eye movements and attentional processing, to recent proposals that problems with high-level vision contribute to dyslexia. We believe that the role of visual problems in dyslexia has been underestimated in the literature, to the detriment of the understanding and treatment of the disorder. We propose that rather than focusing on a single core cause, the role of visual factors in dyslexia fits well with risk and resilience models that assume that several variables interact throughout prenatal and postnatal development to either promote or hinder efficient reading.
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Affiliation(s)
- Árni Kristjánsson
- Icelandic Vision Lab, Department of Psychology, University of Iceland, IS
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Zhao J, Yang Q, Cheng C, Wang Z. Cumulative genetic score of KIAA0319 affects reading ability in Chinese children: moderation by parental education and mediation by rapid automatized naming. BEHAVIORAL AND BRAIN FUNCTIONS : BBF 2023; 19:10. [PMID: 37259151 DOI: 10.1186/s12993-023-00212-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Received: 09/24/2022] [Accepted: 05/19/2023] [Indexed: 06/02/2023]
Abstract
KIAA0319, a well-studied candidate gene, has been shown to be associated with reading ability and developmental dyslexia. In the present study, we investigated whether KIAA0319 affects reading ability by interacting with the parental education level and whether rapid automatized naming (RAN), phonological awareness and morphological awareness mediate the relationship between KIAA0319 and reading ability. A total of 2284 Chinese children from primary school grades 3 and 6 participated in this study. Chinese character reading accuracy and word reading fluency were used as measures of reading abilities. The cumulative genetic risk score (CGS) of 13 SNPs in KIAA0319 was calculated. Results revealed interaction effect between CGS of KIAA0319 and parental education level on reading fluency. The interaction effect suggested that individuals with a low CGS of KIAA0319 were better at reading fluency in a positive environment (higher parental educational level) than individuals with a high CGS. Moreover, the interaction effect coincided with the differential susceptibility model. The results of the multiple mediator model revealed that RAN mediates the impact of the genetic cumulative effect of KIAA0319 on reading abilities. These findings provide evidence that KIAA0319 is a risk vulnerability gene that interacts with environmental factor to impact reading abilities and demonstrate the reliability of RAN as an endophenotype between genes and reading associations.
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Affiliation(s)
- Jingjing Zhao
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Yanta District, 199 South Chang'an Road, Xi'an, 710062, China.
| | - Qing Yang
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Yanta District, 199 South Chang'an Road, Xi'an, 710062, China
| | - Chen Cheng
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Yanta District, 199 South Chang'an Road, Xi'an, 710062, China
| | - Zhengjun Wang
- School of Psychology, Shaanxi Normal University and Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Yanta District, 199 South Chang'an Road, Xi'an, 710062, China.
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Nassan M, Piras IS, Rogalski E, Geula C, Mesulam MM, Huentelman M. Evaluating the Association Between Genetically Proxied Neurodevelopmental Language Phenotypes and the Risk of Primary Progressive Aphasia. Neurology 2023; 100:e1922-e1929. [PMID: 36889925 PMCID: PMC10159766 DOI: 10.1212/wnl.0000000000207136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Accepted: 01/18/2023] [Indexed: 03/10/2023] Open
Abstract
BACKGROUND AND OBJECTIVES Primary progressive aphasia (PPA) is a neurodegenerative syndrome of progressive language decline. PPA has 3 main subtypes: logopenic, semantic, and agrammatic. Observational studies suggested an association between language-related neurodevelopmental phenotypes and an increased risk of PPA. We sought to assess such relationships through Mendelian randomization (MR) approach, which can suggest potentially causal associations. METHODS Genome-wide significant single-nucleotide polymorphisms (SNPs) associated with dyslexia (42 SNPs), developmental speech disorders (29 SNPs), and left-handedness (41 SNPs) were used as genetic proxies for the exposures. Eighteen of 41 SNPs of left-handedness were associated with structural asymmetry of the cerebral cortex. Genome-wide association study summary statistics were obtained from publicly available databases for semantic (308 cases/616 controls) and agrammatic PPA (269 cases/538 controls). The logopenic PPA (324 cases/3,444 controls) was approximated by proxy through the rubric of clinically diagnosed Alzheimer disease with salient language impairment. Inverse-weighted variance MR was performed as the main analysis for testing the relationship between the exposures and outcomes. Sensitivity analyses were completed to test the robustness of the results. RESULTS Dyslexia, developmental speech disorders, and left-handedness were not associated with any PPA subtype (p > 0.05). The genetic proxy of cortical asymmetry in left-handedness was significantly associated with agrammatic PPA (β = 4.3, p = 0.007), but not with other PPA subtypes. This association was driven by microtubule-related genes, primarily by a variant that is in complete linkage disequilibrium with MAPT gene. Sensitivity analyses were overall consistent with the primary analyses. DISCUSSION Our results do not support a causal association between dyslexia, developmental speech disorders, and handedness with any of the PPA subtypes. Our data suggest a complex association between cortical asymmetry genes and agrammatic PPA. Whether the additional association with left-handedness is necessary remains to be determined but is unlikely, given the absence of association between left-handedness and PPA. Genetic proxy of brain asymmetry (regardless of handedness) was not tested as an exposure due to lack of suitable genetic proxy. Furthermore, the genes related to cortical asymmetry associated with agrammatic PPA are implicated in microtubule-related proteins (TUBA1B, TUBB, and MAPT), which is keeping with the association of tau-related neurodegeneration in this PPA variant.
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Affiliation(s)
- Malik Nassan
- From the Mesulam Center for Cognitive Neurology and Alzheimer's Disease (M.N., E.R., C.G., M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL; Neurogenomics Division (I.S.P., M.H.), Translational Genomics Research Institute, TGen, Phoenix, AZ; and Department of Psychiatry and Behavioral Disorders (E.R.), and Department of Neurology (M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL.
| | - Ignazio S Piras
- From the Mesulam Center for Cognitive Neurology and Alzheimer's Disease (M.N., E.R., C.G., M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL; Neurogenomics Division (I.S.P., M.H.), Translational Genomics Research Institute, TGen, Phoenix, AZ; and Department of Psychiatry and Behavioral Disorders (E.R.), and Department of Neurology (M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL
| | - Emily Rogalski
- From the Mesulam Center for Cognitive Neurology and Alzheimer's Disease (M.N., E.R., C.G., M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL; Neurogenomics Division (I.S.P., M.H.), Translational Genomics Research Institute, TGen, Phoenix, AZ; and Department of Psychiatry and Behavioral Disorders (E.R.), and Department of Neurology (M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL
| | - Changiz Geula
- From the Mesulam Center for Cognitive Neurology and Alzheimer's Disease (M.N., E.R., C.G., M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL; Neurogenomics Division (I.S.P., M.H.), Translational Genomics Research Institute, TGen, Phoenix, AZ; and Department of Psychiatry and Behavioral Disorders (E.R.), and Department of Neurology (M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL
| | - M Marsel Mesulam
- From the Mesulam Center for Cognitive Neurology and Alzheimer's Disease (M.N., E.R., C.G., M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL; Neurogenomics Division (I.S.P., M.H.), Translational Genomics Research Institute, TGen, Phoenix, AZ; and Department of Psychiatry and Behavioral Disorders (E.R.), and Department of Neurology (M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL
| | - Matt Huentelman
- From the Mesulam Center for Cognitive Neurology and Alzheimer's Disease (M.N., E.R., C.G., M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL; Neurogenomics Division (I.S.P., M.H.), Translational Genomics Research Institute, TGen, Phoenix, AZ; and Department of Psychiatry and Behavioral Disorders (E.R.), and Department of Neurology (M.M.M.), Northwestern University Feinberg School of Medicine, Chicago, IL
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Estrera S, Lancaster HS, Hart SA. Genetics and the Science of Reading. THE READING LEAGUE JOURNAL 2023; 4:18-26. [PMID: 38282722 PMCID: PMC10812881] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Subscribe] [Scholar Register] [Indexed: 01/30/2024]
Affiliation(s)
- Stephanie Estrera
- Department of Psychology, Florida State University
- Florida Center for Reading Research, Florida State University
| | - Hope Sparks Lancaster
- Center for Childhood Deafness Language and Learning, Boys Town National Research Hospital
| | - Sara A. Hart
- Department of Psychology, Florida State University
- Florida Center for Reading Research, Florida State University
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36
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Valles-Colomer M, Menni C, Berry SE, Valdes AM, Spector TD, Segata N. Cardiometabolic health, diet and the gut microbiome: a meta-omics perspective. Nat Med 2023; 29:551-561. [PMID: 36932240 PMCID: PMC11258867 DOI: 10.1038/s41591-023-02260-4] [Citation(s) in RCA: 18] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 02/16/2023] [Indexed: 03/19/2023]
Abstract
Cardiometabolic diseases have become a leading cause of morbidity and mortality globally. They have been tightly linked to microbiome taxonomic and functional composition, with diet possibly mediating some of the associations described. Both the microbiome and diet are modifiable, which opens the way for novel therapeutic strategies. High-throughput omics techniques applied on microbiome samples (meta-omics) hold the unprecedented potential to shed light on the intricate links between diet, the microbiome, the metabolome and cardiometabolic health, with a top-down approach. However, effective integration of complementary meta-omic techniques is an open challenge and their application on large cohorts is still limited. Here we review meta-omics techniques and discuss their potential in this context, highlighting recent large-scale efforts and the novel insights they provided. Finally, we look to the next decade of meta-omics research and discuss various translational and clinical pathways to improving cardiometabolic health.
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Affiliation(s)
- Mireia Valles-Colomer
- Department of Cellular, Computational and Integrative Biology, University of Trento, Trento, Italy
| | - Cristina Menni
- Department of Twin Research, King's College London, London, UK
| | - Sarah E Berry
- Department of Nutritional Sciences, King's College London, London, UK
| | - Ana M Valdes
- School of Medicine, University of Nottingham, Nottingham, UK
- Nottingham National Institute for Health Research Biomedical Research Centre, Nottingham, UK
| | - Tim D Spector
- Department of Twin Research, King's College London, London, UK
| | - Nicola Segata
- Department of Cellular, Computational and Integrative Biology, University of Trento, Trento, Italy.
- European Institute of Oncology, Scientific Institute for Research, Hospitalization and Healthcare, Milan, Italy.
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37
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Price KM, Wigg KG, Nigam A, Feng Y, Blokland K, Wilkinson M, Kerr EN, Guger SL, Lovett MW, Strug LJ, Tripathy SJ, Barr CL. Identification of brain cell types underlying genetic association with word reading and correlated traits. Mol Psychiatry 2023; 28:1719-1730. [PMID: 36750735 DOI: 10.1038/s41380-023-01970-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Revised: 01/10/2023] [Accepted: 01/17/2023] [Indexed: 02/09/2023]
Abstract
Neuroimaging studies implicate multiple cortical regions in reading ability/disability. However, the neural cell types integral to the reading process are unknown. To contribute to this gap in knowledge, we integrated genetic results from genome-wide association studies for word reading (n = 5054) with gene expression datasets from adult/fetal human brain. Linkage disequilibrium score regression (LDSC) suggested that variants associated with word reading were enriched in genes expressed in adult excitatory neurons, specifically layer 5 and 6 FEZF2 expressing neurons and intratelencephalic (IT) neurons, which express the marker genes LINC00507, THEMIS, or RORB. Inhibitory neurons (VIP, SST, and PVALB) were also found. This finding was interesting as neurometabolite studies previously implicated excitatory-inhibitory imbalances in the etiology of reading disabilities (RD). We also tested traits that shared genetic etiology with word reading (previously determined by polygenic risk scores): attention-deficit/hyperactivity disorder (ADHD), educational attainment, and cognitive ability. For ADHD, we identified enrichment in L4 IT adult excitatory neurons. For educational attainment and cognitive ability, we confirmed previous studies identifying multiple subclasses of adult cortical excitatory and inhibitory neurons, as well as astrocytes and oligodendrocytes. For educational attainment and cognitive ability, we also identified enrichment in multiple fetal cortical excitatory and inhibitory neurons, intermediate progenitor cells, and radial glial cells. In summary, this study supports a role of excitatory and inhibitory neurons in reading and excitatory neurons in ADHD and contributes new information on fetal cell types enriched in educational attainment and cognitive ability, thereby improving our understanding of the neurobiological basis of reading/correlated traits.
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Affiliation(s)
- Kaitlyn M Price
- Division of Experimental and Translational Neuroscience, Krembil Research Institute, University Health Network, Toronto, ON, Canada.,Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, ON, Canada.,Department of Physiology, University of Toronto, Toronto, ON, Canada
| | - Karen G Wigg
- Division of Experimental and Translational Neuroscience, Krembil Research Institute, University Health Network, Toronto, ON, Canada
| | - Anukrati Nigam
- Krembil Centre for Neuroinformatics, Centre for Addiction and Mental Health, Toronto, ON, Canada.,Institute of Medical Science, University of Toronto, Toronto, ON, Canada
| | - Yu Feng
- Division of Experimental and Translational Neuroscience, Krembil Research Institute, University Health Network, Toronto, ON, Canada
| | - Kirsten Blokland
- Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, ON, Canada
| | - Margaret Wilkinson
- Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, ON, Canada
| | - Elizabeth N Kerr
- Department of Psychology, Hospital for Sick Children, Toronto, ON, Canada.,Department of Pediatrics, University of Toronto, Toronto, ON, Canada
| | - Sharon L Guger
- Department of Psychology, Hospital for Sick Children, Toronto, ON, Canada
| | - Maureen W Lovett
- Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, ON, Canada.,Department of Pediatrics, University of Toronto, Toronto, ON, Canada
| | - Lisa J Strug
- Genetics and Genome Biology, Hospital for Sick Children, Toronto, ON, Canada.,Departments of Statistical Sciences and Computer Science, Faculty of Arts and Science and Division of Biostatistics, Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada
| | - Shreejoy J Tripathy
- Department of Physiology, University of Toronto, Toronto, ON, Canada.,Krembil Centre for Neuroinformatics, Centre for Addiction and Mental Health, Toronto, ON, Canada.,Institute of Medical Science, University of Toronto, Toronto, ON, Canada.,Department of Psychiatry, University of Toronto, Toronto, ON, Canada
| | - Cathy L Barr
- Division of Experimental and Translational Neuroscience, Krembil Research Institute, University Health Network, Toronto, ON, Canada. .,Program in Neuroscience and Mental Health, Hospital for Sick Children, Toronto, ON, Canada. .,Department of Physiology, University of Toronto, Toronto, ON, Canada. .,Institute of Medical Science, University of Toronto, Toronto, ON, Canada. .,Department of Psychiatry, University of Toronto, Toronto, ON, Canada.
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38
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Nayak S, Coleman PL, Ladányi E, Nitin R, Gustavson DE, Fisher SE, Magne CL, Gordon RL. The Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) Framework for Understanding Musicality-Language Links Across the Lifespan. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2022; 3:615-664. [PMID: 36742012 PMCID: PMC9893227 DOI: 10.1162/nol_a_00079] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Accepted: 08/08/2022] [Indexed: 04/18/2023]
Abstract
Using individual differences approaches, a growing body of literature finds positive associations between musicality and language-related abilities, complementing prior findings of links between musical training and language skills. Despite these associations, musicality has been often overlooked in mainstream models of individual differences in language acquisition and development. To better understand the biological basis of these individual differences, we propose the Musical Abilities, Pleiotropy, Language, and Environment (MAPLE) framework. This novel integrative framework posits that musical and language-related abilities likely share some common genetic architecture (i.e., genetic pleiotropy) in addition to some degree of overlapping neural endophenotypes, and genetic influences on musically and linguistically enriched environments. Drawing upon recent advances in genomic methodologies for unraveling pleiotropy, we outline testable predictions for future research on language development and how its underlying neurobiological substrates may be supported by genetic pleiotropy with musicality. In support of the MAPLE framework, we review and discuss findings from over seventy behavioral and neural studies, highlighting that musicality is robustly associated with individual differences in a range of speech-language skills required for communication and development. These include speech perception-in-noise, prosodic perception, morphosyntactic skills, phonological skills, reading skills, and aspects of second/foreign language learning. Overall, the current work provides a clear agenda and framework for studying musicality-language links using individual differences approaches, with an emphasis on leveraging advances in the genomics of complex musicality and language traits.
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Affiliation(s)
- Srishti Nayak
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Psychology, Middle Tennessee State University, Murfreesboro, TN, USA
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt University School of Medicine, Vanderbilt University, TN, USA
| | - Peyton L. Coleman
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Enikő Ladányi
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Linguistics, Potsdam University, Potsdam, Germany
| | - Rachana Nitin
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
| | - Daniel E. Gustavson
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Medicine, Vanderbilt University Medical Center, Nashville, TN, USA
- Institute for Behavioral Genetics, University of Colorado Boulder, Boulder, CO, USA
| | - Simon E. Fisher
- Language and Genetics Department, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands
| | - Cyrille L. Magne
- Department of Psychology, Middle Tennessee State University, Murfreesboro, TN, USA
- PhD Program in Literacy Studies, Middle Tennessee State University, Murfreesboro, TN, USA
| | - Reyna L. Gordon
- Department of Otolaryngology – Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Brain Institute, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Genetics Institute, Vanderbilt University Medical Center, Nashville, TN, USA
- Curb Center for Art, Enterprise, and Public Policy, Vanderbilt University, Nashville, TN, USA
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, TN, USA
- Vanderbilt University School of Medicine, Vanderbilt University, TN, USA
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39
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Palser ER, Miller ZA, Licata AE, Yabut NA, Sudarsan SP, Tee BL, Deleon JA, Mandelli ML, Caverzasi E, Sturm VE, Hendren R, Possin KL, Miller BL, Tempini MLG, Pereira CW. Visual and social differences in dyslexia: deep phenotyping of four cases with spared phonology. Neurocase 2022; 28:419-431. [PMID: 36450280 PMCID: PMC9957930 DOI: 10.1080/13554794.2022.2145905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 10/27/2022] [Indexed: 12/05/2022]
Abstract
Diagnostic criteria for dyslexia describe specific reading difficulties, and single-deficit models, including the phonological deficit theory, have prevailed. Children seeking diagnosis, however, do not always show phonological deficits, and may present with strengths and challenges beyond reading. Through extensive neurological, neuropsychological, and academic evaluation, we describe four children with visuospatial, socio-emotional, and attention impairments and spared phonology, alongside long-standing reading difficulties. Diffusion tensor imaging revealed white matter alterations in inferior longitudinal, uncinate, and superior longitudinal fasciculi versus neurotypical children. Findings emphasize that difficulties may extend beyond reading in dyslexia and underscore the value of deep phenotyping in learning disabilities.
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Affiliation(s)
- Eleanor R. Palser
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
| | - Zachary A. Miller
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
| | - Abigail E. Licata
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
| | - Nicole A. Yabut
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
| | - Swati P Sudarsan
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
| | - Boon Lead Tee
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
| | - Jessica A. Deleon
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
| | - Maria Luisa Mandelli
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
| | - Eduardo Caverzasi
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
| | - Virginia E. Sturm
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
- Department of Psychiatry, University of California, San Francisco, CA 94131, USA
| | - Robert Hendren
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
- Department of Psychiatry, University of California, San Francisco, CA 94131, USA
| | - Katherine L. Possin
- Department of Neurology, University of California, San Francisco, CA 94158, USA
| | - Bruce L. Miller
- Department of Neurology, University of California, San Francisco, CA 94158, USA
| | - Maria Luisa Gorno Tempini
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
- Department of Psychiatry, University of California, San Francisco, CA 94131, USA
| | - Christa Watson Pereira
- Department of Neurology, University of California, San Francisco, CA 94158, USA
- Dyslexia Center, University of California, San Francisco, CA 94158, USA
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