Dataset Information

Evidence for the involvement of ZNF804A in cognitive processes of relevance to reading and spelling.

ABSTRACT: Previous studies have shown that individuals with schizophrenia and dyslexia display common neurocognitive abnormalities. The aim of the present study was to determine whether known schizophrenia-risk genes contribute to dyslexia risk or to disease-relevant cognitive functions. For this purpose, we genotyped the schizophrenia-associated risk variants within zinc-finger protein 804A (ZNF804A), transcription-factor 4 and neurogranin in a large dyslexia case-control sample. We tested all variants for association with dyslexia (927 cases, 1096 controls), and with eight language-relevant cognitive processes (1552 individuals). We observed six significant associations between language-relevant traits and the ZNF804A-variant rs1344706. Interestingly, the ZNF804A schizophrenia risk variant was associated with a better cognitive performance in our data set. This finding might be consistent with a previously reported ZNF804A association in schizophrenia, in which patients carrying the schizophrenia-risk allele at rs1344706 showed a better performance in two memory tests. In conclusion, the present study provides evidence that ZNF804A might have a role in cognitive traits of relevance to reading and spelling, and underlines the phenotypic complexity that might be associated with ZNF804A.

SUBMITTER: Becker J

PROVIDER: S-EPMC3410625 | biostudies-literature | 2012

REPOSITORIES: biostudies-literature

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Evidence for the involvement of ZNF804A in cognitive processes of relevance to reading and spelling.

Becker J J Czamara D D Hoffmann P P Landerl K K Blomert L L Brandeis D D Vaessen A A Maurer U U Moll K K Ludwig K U KU Müller-Myhsok B B Nöthen M M MM Schulte-Körne G G Schumacher J J

Translational psychiatry 20120710

Previous studies have shown that individuals with schizophrenia and dyslexia display common neurocognitive abnormalities. The aim of the present study was to determine whether known schizophrenia-risk genes contribute to dyslexia risk or to disease-relevant cognitive functions. For this purpose, we genotyped the schizophrenia-associated risk variants within zinc-finger protein 804A (ZNF804A), transcription-factor 4 and neurogranin in a large dyslexia case-control sample. We tested all variants f ...[more]

PMID: 22781169

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Project description:Scientific illustrations play an important role in scientific texts, however, young readers show limited ability to use illustration information and integrate it with the text in multimedia learning. The primary goal of the present study was to investigate if strategy instructions for illustrated text reading focused on scientific illustration reading and text-illustration integration can help young readers overcome their deficiencies and change their reading processes, learning outcomes, and subjective perceptions of article difficulty and enjoyment, illustration enjoyment, and self-evaluation of learning. Besides, is subjective perception of the article related to reading behavior? Sixty-two fourth-grade students read an illustrated science text while their eye movements were recorded, and then completed a reading test and questionnaire. The instruction group outperformed the control group on the reading test, but subjective perceptions of the article did not differ between groups. Eye-movements analysis showed that the instruction group spent twice as much time reading the illustrations and made more saccades between relevant text and illustration sections than the control group. These findings indicate that strategy instructions for reading illustrated text promoted reading comprehension and changed learning processes, not subjective perceptions. In addition, the result of this study showed that there was no relationship between subjective perception (article difficulty or illustrations enjoyment) of the article and reading time (total reading time on the illustrated science text and on the science illustrations). This study had empirical and practical contributions. Empirically, this study developed the instruction methods in multimedia learning and further examined their effect on learning processes in young readers. Practically, this study can help elementary school teachers understand the processes used by young readers when reading illustrated texts and provide them with evidence-based instructions to teach science reading effectively.

Dataset Information

Evidence for the involvement of ZNF804A in cognitive processes of relevance to reading and spelling.

Publications

Evidence for the involvement of ZNF804A in cognitive processes of relevance to reading and spelling.

Similar Datasets

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