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Mascheretti S, Riva V, Feng B, Trezzi V, Andreola C, Giorda R, Villa M, Dionne G, Gori S, Marino C, Facoetti A. The Mediation Role of Dynamic Multisensory Processing Using Molecular Genetic Data in Dyslexia. Brain Sci 2020; 10:brainsci10120993. [PMID: 33339203 PMCID: PMC7765588 DOI: 10.3390/brainsci10120993] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Revised: 12/04/2020] [Accepted: 12/11/2020] [Indexed: 12/21/2022] Open
Abstract
Although substantial heritability has been reported and candidate genes have been identified, we are far from understanding the etiopathogenetic pathways underlying developmental dyslexia (DD). Reading-related endophenotypes (EPs) have been established. Until now it was unknown whether they mediated the pathway from gene to reading (dis)ability. Thus, in a sample of 223 siblings from nuclear families with DD and 79 unrelated typical readers, we tested four EPs (i.e., rapid auditory processing, rapid automatized naming, multisensory nonspatial attention and visual motion processing) and 20 markers spanning five DD-candidate genes (i.e., DYX1C1, DCDC2, KIAA0319, ROBO1 and GRIN2B) using a multiple-predictor/multiple-mediator framework. Our results show that rapid auditory and visual motion processing are mediators in the pathway from ROBO1-rs9853895 to reading. Specifically, the T/T genotype group predicts impairments in rapid auditory and visual motion processing which, in turn, predict poorer reading skills. Our results suggest that ROBO1 is related to reading via multisensory temporal processing. These findings support the use of EPs as an effective approach to disentangling the complex pathways between candidate genes and behavior.
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Affiliation(s)
- Sara Mascheretti
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
| | - Valentina Riva
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
| | - Bei Feng
- École de Psychologie, Laval University, Québec, QC G1V 0A6, Canada; (B.F.); (G.D.)
| | - Vittoria Trezzi
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
| | - Chiara Andreola
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
- Laboratoire de Psychologie du Développement et de l’Éducation de l’Enfant (LaPsyDÉ), Universitè de Paris, 75005 Paris, France
| | - Roberto Giorda
- Molecular Biology Laboratory, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (R.G.); (M.V.)
| | - Marco Villa
- Molecular Biology Laboratory, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (R.G.); (M.V.)
| | - Ginette Dionne
- École de Psychologie, Laval University, Québec, QC G1V 0A6, Canada; (B.F.); (G.D.)
| | - Simone Gori
- Department of Human and Social Sciences, University of Bergamo, 24100 Bergamo, Italy;
| | - Cecilia Marino
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
- Department of Psychiatry, University of Toronto, Toronto, ON M5T 1R8, Canada
- The Division of Child and Youth Psychiatry, Centre for Addiction and Mental Health (CAMH), Toronto, ON M6J 1H4, Canada
- Correspondence: (C.M.); (A.F.)
| | - Andrea Facoetti
- Developmental Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, 35131 Padua, Italy
- Correspondence: (C.M.); (A.F.)
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Liebig J, Friederici AD, Neef NE. Auditory brainstem measures and genotyping boost the prediction of literacy: A longitudinal study on early markers of dyslexia. Dev Cogn Neurosci 2020; 46:100869. [PMID: 33091833 PMCID: PMC7576516 DOI: 10.1016/j.dcn.2020.100869] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2019] [Revised: 09/07/2020] [Accepted: 09/20/2020] [Indexed: 02/05/2023] Open
Abstract
Multi-domain profiles advance retrospective prediction of emergent literacy. DCDC2 and KIAA0319 risk variants influence emergent spelling skills. Combined DYX2 and auditory brainstem measures enhance predictive model fits. Additional benefit of preliterate phonological awareness on predictive power.
Literacy acquisition is impaired in children with developmental dyslexia resulting in lifelong struggle to read and spell. Proper diagnosis is usually late and commonly achieved after structured schooling started, which causes delayed interventions. Legascreen set out to develop a preclinical screening to identify children at risk of developmental dyslexia. To this end we examined 93 preliterate German children, half of them with a family history of dyslexia and half of them without a family history. We assessed standard demographic and behavioral precursors of literacy, acquired saliva samples for genotyping, and recorded speech-evoked brainstem responses to add an objective physiological measure. Reading and spelling was assessed after two years of structured literacy instruction. Multifactorial regression analyses considering demographic information, genotypes, and auditory brainstem encoding, predicted children’s literacy skills to varying degrees. These predictions were improved by adding the standard psychometrics with a slightly higher impact on spelling compared to reading comprehension. Our findings suggest that gene-brain-behavior profiling has the potential to determine the risk of developmental dyslexia. At the same time our results imply the need for a more sophisticated assessment to fully account for the disparate cognitive profiles and the multifactorial basis of developmental dyslexia.
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Affiliation(s)
- Johanna Liebig
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany.
| | - Angela D Friederici
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany.
| | - Nicole E Neef
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Stephanstr. 1a, 04103 Leipzig, Germany; Department of Clinical Neurophysiology, Georg-August-University, Göttingen, Robert-Koch-Straße 40, 37075 Göttingen, Germany; Department of Diagnostic and Interventional Neuroradiology, Georg-August-University, Robert-Koch-Str. 40, 37075 Göttingen, Germany.
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Esposito G, Azhari A, Borelli JL. Gene × Environment Interaction in Developmental Disorders: Where Do We Stand and What's Next? Front Psychol 2018; 9:2036. [PMID: 30416467 PMCID: PMC6212589 DOI: 10.3389/fpsyg.2018.02036] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2018] [Accepted: 10/03/2018] [Indexed: 02/01/2023] Open
Abstract
Although the field of psychiatry has witnessed the proliferation of studies on Gene × Environment (G×E) interactions, still limited is the knowledge we possess of G×E interactions regarding developmental disorders. In this perspective paper, we discuss why G×E interaction studies are needed to broaden our knowledge of developmental disorders. We also discuss the different roles of hazardous versus self-generated environmental factors and how these types of factors may differentially engage with an individual's genetic background in predicting a resulting phenotype. Then, we present examplar studies that highlight the role of G×E in predicting atypical developmental trajectories as well as provide insight regarding treatment outcomes. Supported by these examples, we explore the need to move beyond merely examining statistical interactions between genes and the environment, and the motivation to investigate specific genetic susceptibility and environmental contexts that drive developmental disorders. We propose that further parsing of genetic and environmental components is required to fully understand the unique contribution of each factor to the etiology of developmental disorders. Finally, with a greater appreciation of the complexities of G×E interaction, this discussion will converge upon the potential implications for clinical and translational research.
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Affiliation(s)
- Gianluca Esposito
- Psychology Program, Nanyang Technological University, Singapore, Singapore
- Department of Psychology and Cognitive Science, University of Trento, Trento, Italy
| | - Atiqah Azhari
- Psychology Program, Nanyang Technological University, Singapore, Singapore
| | - Jessica L. Borelli
- Department of Psychological Science, University of California, Irvine, Irvine, CA, United States
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Xia Z, Zhang L, Hoeft F, Gu B, Gong G, Shu H. Neural Correlates of Oral Word Reading, Silent Reading Comprehension, and Cognitive Subcomponents. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2018; 42:342-356. [PMID: 29904229 DOI: 10.1177/0165025417727872] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The ability to read is essential for cognitive development. To deepen our understanding of reading acquisition, we explored the neuroanatomical correlates (cortical thickness (CT)) of word reading fluency and sentence comprehension efficiency in Chinese with a group of typically developing children (N = 21; 12 females and 9 males; age range 10.7-12.3 years). Then, we investigated the relationship between the CT of reading-defined regions and the cognitive subcomponents of reading to determine whether our study lends support to the multi-component model. The results demonstrated that children's performance on oral word reading was positively correlated with CT in the left superior temporal gyrus (LSTG), inferior temporal gyrus (LITG), supramarginal gyrus (LSMG) and right superior temporal gyrus (RSTG). Moreover, CT in the LSTG, LSMG and LITG uniquely predicted children's phonetic representation, phonological awareness, and orthography-phonology mapping skills, respectively. By contrast, children's performance on sentence reading comprehension was positively correlated with CT in the left parahippocampus (LPHP) and right calcarine fissure (RV1). As for the subcomponents of reading, CT in the LPHP was exclusively correlated with morphological awareness, whereas CT in the RV1 was correlated with orthography-semantic mapping. Taken together, these findings indicate that the reading network of typically developing children consists of multiple subdivisions, thus providing neuroanatomical evidence in support of the multi-componential view of reading.
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Affiliation(s)
- Zhichao Xia
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, China.,Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal University, China.,Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco (UCSF), USA
| | - Linjun Zhang
- Faculty of Linguistic Sciences and KIT-BLCU MEG Laboratory for Brain Science, Beijing Language and Culture University, China
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences, University of California, San Francisco (UCSF), USA.,Precision Learning Center (PrecL), UC, USA.,Dyslexia Center, UCSF, USA.,Haskins Laboratories, 300 George Street #900, New Haven, USA.,Department of Neuropsychiatry, Keio University School of Medicine, Japan
| | - Bin Gu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, China.,Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal University, China
| | - Gaolang Gong
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, China.,Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal University, China
| | - Hua Shu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, China.,Center for Collaboration and Innovation in Brain and Learning Sciences, Beijing Normal University, China
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Neef NE, Müller B, Liebig J, Schaadt G, Grigutsch M, Gunter TC, Wilcke A, Kirsten H, Skeide MA, Kraft I, Kraus N, Emmrich F, Brauer J, Boltze J, Friederici AD. Dyslexia risk gene relates to representation of sound in the auditory brainstem. Dev Cogn Neurosci 2017; 24:63-71. [PMID: 28182973 PMCID: PMC6987796 DOI: 10.1016/j.dcn.2017.01.008] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2016] [Revised: 01/15/2017] [Accepted: 01/15/2017] [Indexed: 12/20/2022] Open
Abstract
Previous studies associate poor reading with unstable speech-evoked brainstem responses. DCDC2 and KIAA0319 risk alleles form a strong genetic link with developmental dyslexia. Genetic burden with KIAA0319 risk is related to unstable speech-evoked brainstem responses. Genetic burden with DCDC2 risk is related to intact speech-evoked brainstem responses. Revealed brain-gene relationships may inform the multifactorial pathophysiology of dyslexia.
Dyslexia is a reading disorder with strong associations with KIAA0319 and DCDC2. Both genes play a functional role in spike time precision of neurons. Strikingly, poor readers show an imprecise encoding of fast transients of speech in the auditory brainstem. Whether dyslexia risk genes are related to the quality of sound encoding in the auditory brainstem remains to be investigated. Here, we quantified the response consistency of speech-evoked brainstem responses to the acoustically presented syllable [da] in 159 genotyped, literate and preliterate children. When controlling for age, sex, familial risk and intelligence, partial correlation analyses associated a higher dyslexia risk loading with KIAA0319 with noisier responses. In contrast, a higher risk loading with DCDC2 was associated with a trend towards more stable responses. These results suggest that unstable representation of sound, and thus, reduced neural discrimination ability of stop consonants, occurred in genotypes carrying a higher amount of KIAA0319 risk alleles. Current data provide the first evidence that the dyslexia-associated gene KIAA0319 can alter brainstem responses and impair phoneme processing in the auditory brainstem. This brain-gene relationship provides insight into the complex relationships between phenotype and genotype thereby improving the understanding of the dyslexia-inherent complex multifactorial condition.
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Affiliation(s)
- Nicole E Neef
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany.
| | - Bent Müller
- Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, 04103 Leipzig, Germany
| | - Johanna Liebig
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Gesa Schaadt
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany; Department of Psychology, Humboldt-Universität zu Berlin, 12489 Berlin, Germany
| | - Maren Grigutsch
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Thomas C Gunter
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Arndt Wilcke
- Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, 04103 Leipzig, Germany
| | - Holger Kirsten
- Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, 04103 Leipzig, Germany; Institute for Medical Informatics, Statistics and Epidemiology, University of Leipzig and LIFE-Leipzig Research Center for Civilization Diseases, University of Leipzig, Germany
| | - Michael A Skeide
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Indra Kraft
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Nina Kraus
- Auditory Neuroscience Laboratory, Northwestern University, Evanston, IL 60208, USA
| | - Frank Emmrich
- Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, 04103 Leipzig, Germany
| | - Jens Brauer
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
| | - Johannes Boltze
- Department of Cell Therapy, Fraunhofer Institute for Cell Therapy and Immunology, 04103 Leipzig, Germany; Department of Medical Cell Technology, Fraunhofer Research Institution for Marine Biotechnology, and Institute for Medical and Marine Biotechnology, University of Lübeck, Germany
| | - Angela D Friederici
- Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, 04103 Leipzig, Germany
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Auditory brainstem responses to stop consonants predict literacy. Clin Neurophysiol 2016; 128:484-494. [PMID: 28131533 DOI: 10.1016/j.clinph.2016.12.007] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2016] [Revised: 10/24/2016] [Accepted: 12/05/2016] [Indexed: 11/23/2022]
Abstract
OBJECTIVE Precise temporal coding of speech plays a pivotal role in sound processing throughout the central auditory system, which, in turn, influences literacy acquisition. The current study tests whether an electrophysiological measure of this precision predicts literacy skills. METHODS Complex auditory brainstem responses were analysed from 62 native German-speaking children aged 11-13years. We employed the cross-phaseogram approach to compute the quality of the electrophysiological stimulus contrast [da] and [ba]. Phase shifts were expected to vary with literacy. RESULTS Receiver operating curves demonstrated a feasible sensitivity and specificity of the electrophysiological measure. A multiple regression analysis resulted in a significant prediction of literacy by delta cross-phase as well as phonological awareness. A further commonality analysis separated a unique variance that was explained by the physiological measure, from a unique variance that was explained by the behavioral measure, and common effects of both. CONCLUSIONS Despite multicollinearities between literacy, phonological awareness, and subcortical differentiation of stop consonants, a combined assessment of behavior and physiology strongly increases the ability to predict literacy skills. SIGNIFICANCE The strong link between the neurophysiological signature of sound encoding and literacy outcome suggests that the delta cross-phase could indicate the risk of dyslexia and thereby complement subjective psychometric measures for early diagnoses.
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Flaugnacco E, Lopez L, Terribili C, Montico M, Zoia S, Schön D. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial. PLoS One 2015; 10:e0138715. [PMID: 26407242 PMCID: PMC4583182 DOI: 10.1371/journal.pone.0138715] [Citation(s) in RCA: 126] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2015] [Accepted: 09/01/2015] [Indexed: 11/19/2022] Open
Abstract
There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs.
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Affiliation(s)
- Elena Flaugnacco
- Child Neurology and Psychiatry Ward, Institute for Maternal and Child Health - IRCCS ‘‘Burlo Garofolo”, Trieste, Italy
- Center for the Child Health - Onlus, Trieste, Italy
| | - Luisa Lopez
- Rehabilitation Center for Developmental Disorders, Villaggio Eugenio Litta, Grottaferrata, Rome, Italy
| | - Chiara Terribili
- Rehabilitation Center for Developmental Disorders, Villaggio Eugenio Litta, Grottaferrata, Rome, Italy
| | - Marcella Montico
- Epidemiology and Biostatistics Unit, Institute for Maternal and Child Health - IRCCS ‘‘Burlo Garofolo”, Trieste, Italy
| | - Stefania Zoia
- Child Neurology and Psychiatry Ward, Institute for Maternal and Child Health - IRCCS ‘‘Burlo Garofolo”, Trieste, Italy
| | - Daniele Schön
- Aix-Marseille Université, INS, Marseille, France
- INSERM, U1106, Marseille, France
- * E-mail:
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9
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The emerging framework of mammalian auditory hindbrain development. Cell Tissue Res 2015; 361:33-48. [DOI: 10.1007/s00441-014-2110-7] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2014] [Accepted: 12/22/2014] [Indexed: 02/06/2023]
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Ylinen S, Kujala T. Neuroscience illuminating the influence of auditory or phonological intervention on language-related deficits. Front Psychol 2015; 6:137. [PMID: 25741305 PMCID: PMC4330793 DOI: 10.3389/fpsyg.2015.00137] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2014] [Accepted: 01/26/2015] [Indexed: 11/29/2022] Open
Abstract
Remediation programs for language-related learning deficits are urgently needed to enable equal opportunities in education. To meet this need, different training and intervention programs have been developed. Here we review, from an educational perspective, studies that have explored the neural basis of behavioral changes induced by auditory or phonological training in dyslexia, specific language impairment (SLI), and language-learning impairment (LLI). Training has been shown to induce plastic changes in deficient neural networks. In dyslexia, these include, most consistently, increased or normalized activation of previously hypoactive inferior frontal and occipito-temporal areas. In SLI and LLI, studies have shown the strengthening of previously weak auditory brain responses as a result of training. The combination of behavioral and brain measures of remedial gains has potential to increase the understanding of the causes of language-related deficits, which may help to target remedial interventions more accurately to the core problem.
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Affiliation(s)
- Sari Ylinen
- Cognitive Brain Research Unit, Institute of Behavioural Sciences, University of HelsinkiHelsinki, Finland
- *Correspondence: Sari Ylinen, Cognitive Brain Research Unit, Institute of Behavioural Sciences, University of Helsinki, P.O. Box 9, Helsinki, FIN-00014, Finland e-mail:
| | - Teija Kujala
- Cognitive Brain Research Unit, Institute of Behavioural Sciences, University of HelsinkiHelsinki, Finland
- Cicero Learning, University of HelsinkiHelsinki, Finland
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Ehmann H, Hartwich H, Salzig C, Hartmann N, Clément-Ziza M, Ushakov K, Avraham KB, Bininda-Emonds ORP, Hartmann AK, Lang P, Friauf E, Nothwang HG. Time-dependent gene expression analysis of the developing superior olivary complex. J Biol Chem 2013; 288:25865-25879. [PMID: 23893414 DOI: 10.1074/jbc.m113.490508] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022] Open
Abstract
The superior olivary complex (SOC) is an essential auditory brainstem relay involved in sound localization. To identify the genetic program underlying its maturation, we profiled the rat SOC transcriptome at postnatal days 0, 4, 16, and 25 (P0, P4, P16, and P25, respectively), using genome-wide microarrays (41,012 oligonucleotides (oligos)). Differences in gene expression between two consecutive stages were highest between P4 and P16 (3.6%) and dropped to 0.06% between P16 and P25. To identify SOC-related genetic programs, we also profiled the entire brain at P4 and P25. The number of differentially expressed oligonucleotides between SOC and brain almost doubled from P4 to P25 (4.4% versus 7.6%). These data demonstrate considerable molecular specification around hearing onset, which is rapidly finalized. Prior to hearing onset, several transcription factors associated with the peripheral auditory system were up-regulated, probably coordinating the development of the auditory system. Additionally, crystallin-γ subunits and serotonin-related genes were highly expressed. The molecular repertoire of mature neurons was sculpted by SOC-related up- and down-regulation of voltage-gated channels and G-proteins. Comparison with the brain revealed a significant enrichment of hearing impairment-related oligos in the SOC (26 in the SOC, only 11 in the brain). Furthermore, 29 of 453 SOC-related oligos mapped within 19 genetic intervals associated with hearing impairment. Together, we identified sequential genetic programs in the SOC, thereby pinpointing candidates that may guide its development and ensure proper function. The enrichment of hearing impairment-related genes in the SOC may have implications for restoring hearing because central auditory structures might be more severely affected than previously appreciated.
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Affiliation(s)
- Heike Ehmann
- From the Animal Physiology Group, Department of Biology, University of Kaiserslautern, D-67663 Kaiserslautern, Germany
| | - Heiner Hartwich
- the Neurogenetics Group, Carl von Ossietzky University Oldenburg, 26111 Oldenburg, Germany
| | - Christian Salzig
- the Department of System Analysis, Prognosis, and Control, Fraunhofer Institute for Industrial Mathematics (ITWM), D-67663 Kaiserslautern, Germany
| | - Nadja Hartmann
- From the Animal Physiology Group, Department of Biology, University of Kaiserslautern, D-67663 Kaiserslautern, Germany
| | | | - Kathy Ushakov
- the Department of Human Molecular Genetics and Biochemistry, Sackler Faculty of Medicine and Sagol School of Neuroscience, Tel Aviv University, Tel Aviv 69978, Israel
| | - Karen B Avraham
- the Department of Human Molecular Genetics and Biochemistry, Sackler Faculty of Medicine and Sagol School of Neuroscience, Tel Aviv University, Tel Aviv 69978, Israel
| | | | - Alexander K Hartmann
- the Computational Theoretical Physics Group, University of Oldenburg, Carl von Ossietzky University Oldenburg, 26111 Oldenburg, Germany, and
| | - Patrick Lang
- the Department of System Analysis, Prognosis, and Control, Fraunhofer Institute for Industrial Mathematics (ITWM), D-67663 Kaiserslautern, Germany
| | - Eckhard Friauf
- From the Animal Physiology Group, Department of Biology, University of Kaiserslautern, D-67663 Kaiserslautern, Germany
| | - Hans Gerd Nothwang
- the Neurogenetics Group, Carl von Ossietzky University Oldenburg, 26111 Oldenburg, Germany,; the Center for Neuroscience, Carl von Ossietzky University Oldenburg, 26111 Oldenburg, Germany,; the Center of Excellence Hearing4all, 26111 Oldenburg, Germany.
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12
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Raschle NM, Stering PL, Meissner SN, Gaab N. Altered neuronal response during rapid auditory processing and its relation to phonological processing in prereading children at familial risk for dyslexia. ACTA ACUST UNITED AC 2013; 24:2489-501. [PMID: 23599167 DOI: 10.1093/cercor/bht104] [Citation(s) in RCA: 50] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
Developmental dyslexia (DD) is a learning disability affecting 5-17% of children. Although researchers agree that DD is characterized by deficient phonological processing (PP), its cause is debated. It has been suggested that altered rapid auditory processing (RAP) may lead to deficient PP in DD and studies have shown deficient RAP in individuals with DD. Functional neuroimaging (fMRI) studies have implicated hypoactivations in left prefrontal brain regions during RAP in individuals with DD. When and how these neuronal alterations evolve remains unknown. In this article, we investigate functional networks during RAP in 28 children with (n = 14) and without (n = 14) a familial risk for DD before reading onset (mean: 5.6 years). Results reveal functional alterations in left-hemispheric prefrontal regions during RAP in prereading children at risk for DD, similar to findings in individuals with DD. Furthermore, activation during RAP in left prefrontal regions positively correlates with prereading measures of PP and with neuronal activation during PP in posterior dorsal and ventral brain areas. Our results suggest that neuronal differences during RAP predate reading instruction and thus are not due to experience-dependent brain changes resulting from DD itself and that there is a functional relationship between neuronal networks for RAP and PP within the prereading brain.
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Affiliation(s)
- Nora M Raschle
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA Harvard Medical School, Boston, MA 02115, USA and
| | - Patrice L Stering
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Sarah N Meissner
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, MA 02115, USA Harvard Medical School, Boston, MA 02115, USA and Harvard Graduate School of Education, Cambridge, MA 02138, USA
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