Genetics of developmental dyslexia

Scerri, Thomas; Schulte‐Körne, Gerd

doi:10.1007/s00787-009-0081-0

Cited by 191 publications

(157 citation statements)

References 202 publications

(255 reference statements)

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“…On the one hand, behavioural genetics has consistently come up with heritability estimates exceeding 0.50, increasing with age, and occasionally approaching dizzying values around 0.80 for literacy skills such as fluency, decoding, spelling and comprehension, and for the diagnosis of reading or other disabilities [128][129][130][131][132][133] (but no comparable heritability for performance on the repetition test [134]). On the other hand, molecular genetics have failed to identify individual genes as singularly culpable for a diagnosis of dyslexia [112,126,127,135,136]. Instead, several genes are involved as contributing or 'susceptibility' factors in a multi-factorial and heterogeneous causal progression rather than as isolated causes of specific deficits [137,138].…”

Section: From Genes To Brain To Behaviourmentioning

confidence: 99%

From temporal processing to developmental language disorders: mind the gap

Protopapas

2014

Phil. Trans. R. Soc. B

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The ‘rapid temporal processing’ and the ‘temporal sampling framework’ hypotheses have been proposed to account for the deficits in language and literacy development seen in specific language impairment and dyslexia. This paper reviews these hypotheses and concludes that the proposed causal chains between the presumed auditory processing deficits and the observed behavioural manifestation of the disorders are vague and not well established empirically. Several problems and limitations are identified. Most data concern correlations between distantly related tasks, and there is considerable heterogeneity and variability in performance as well as concerns about reliability and validity. Little attention is paid to the distinction between ostensibly perceptual and metalinguistic tasks or between implicit and explicit modes of performance, yet measures are assumed to be pure indicators of underlying processes or representations. The possibility that diagnostic categories do not refer to causally and behaviourally homogeneous groups needs to be taken seriously, taking into account genetic and neurodevelopmental studies to construct multiple-risk models. To make progress in the field, cognitive models of each task must be specified, including performance domains that are predicted to be deficient versus intact, testing multiple indicators of latent constructs and demonstrating construct reliability and validity.

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Section: From Genes To Brain To Behaviourmentioning

confidence: 99%

From temporal processing to developmental language disorders: mind the gap

Protopapas

2014

Phil. Trans. R. Soc. B

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“…Genetic factors behind dyslexia have been demonstrated: in studies inspired by the early observation of dyslexia running in families, a number of susceptibility genes for dyslexia have been found operating via neuronal migration and axonal guidance during the prenatal period Pennington, Gilger, Pauls, Smith, Smith, & DeFries 1991;Scerri & Schulte-Körne, 2010;. However the phenotypic appearance of dyslexia results from a very complicated combination of genes and environmental factors.…”

Section: Background and Causal Factors Of Dyslexiamentioning

confidence: 99%

Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia

Lohvansuu

Hämäläinen

Tanskanen

et al. 2014

International Journal of Psychophysiology

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“…8,9 In addition, at some of these loci, association studies or translocation breakpoint mapping have led to the identification of genetic variants associated with disease risk. 10 DYX1C1 (dyslexia susceptibility 1 candidate 1, MIM 608706) on chromosome 15q21.3 was identified as a candidate gene by breakpoint mapping of a translocation co-segregating with dyslexia in one Finnish family. 11 Furthermore, two putative functional variants in DYX1C1 were found to be dyslexia-associated in a population sample of Finnish origin.…”

Section: Introductionmentioning

confidence: 99%

Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort

et al. 2013

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Dyslexia is one of the most common childhood disorders with a prevalence of around 5-10% in school-age children. Although an important genetic component is known to have a role in the aetiology of dyslexia, we are far from understanding the molecular mechanisms leading to the disorder. Several candidate genes have been implicated in dyslexia, including DYX1C1, DCDC2, KIAA0319, and the MRPL19/C2ORF3 locus, each with reports of both positive and no replications. We generated a European cross-linguistic sample of school-age children -the NeuroDys cohort -that includes more than 900 individuals with dyslexia, sampled with homogenous inclusion criteria across eight European countries, and a comparable number of controls. Here, we describe association analysis of the dyslexia candidate genes/locus in the NeuroDys cohort. We performed both case-control and quantitative association analyses of single markers and haplotypes previously reported to be dyslexia-associated. Although we observed association signals in samples from single countries, we did not find any marker or haplotype that was significantly associated with either case-control status or quantitative measurements of word-reading or spelling in the meta-analysis of all eight countries combined. Like in other neurocognitive disorders, our findings underline the need for larger sample sizes to validate possibly weak genetic effects.

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Genetics of developmental dyslexia

Cited by 191 publications

References 202 publications

From temporal processing to developmental language disorders: mind the gap

From temporal processing to developmental language disorders: mind the gap

Enhancement of brain event-related potentials to speech sounds is associated with compensated reading skills in dyslexic children with familial risk for dyslexia

Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort

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