Dataset Information

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

ABSTRACT: 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.

SUBMITTER: Becker J

PROVIDER: S-EPMC3992562 | biostudies-literature | 2014 May

REPOSITORIES: biostudies-literature

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

Becker Jessica J Czamara Darina D Scerri Tom S TS Ramus Franck F Csépe Valéria V Talcott Joel B JB Stein John J Morris Andrew A Ludwig Kerstin U KU Hoffmann Per P Honbolygó Ferenc F Tóth Dénes D Fauchereau Fabien F Bogliotti Caroline C Iannuzzi Stéphanie S Chaix Yves Y Valdois Sylviane S Billard Catherine C George Florence F Soares-Boucaud Isabelle I Gérard Christophe-Loïc CL van der Mark Sanne S Schulz Enrico E Vaessen Anniek A Maurer Urs U Lohvansuu Kaisa K Lyytinen Heikki H Zucchelli Marco M Brandeis Daniel D Blomert Leo L Leppänen Paavo H T PH Bruder Jennifer J Monaco Anthony P AP Müller-Myhsok Bertram B Kere Juha J Landerl Karin K Nöthen Markus M MM Schulte-Körne Gerd G Paracchini Silvia S Peyrard-Janvid Myriam M Schumacher Johannes J

European journal of human genetics : EJHG 20130911 5

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-lingu ...[more]

PMID: 24022301

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Project description:Two themes have puzzled the research on developmental and learning disorders for decades. First, some of the risk and protective factors behind developmental challenges are suggested to be shared and some are suggested to be specific for a given condition. Second, language-based learning difficulties like dyslexia are suggested to result from or correlate with non-linguistic aspects of information processing as well. In the current study, we investigated how adults with developmental dyslexia or ADHD as well as healthy controls cluster across various dimensions designed to tap the prominent non-linguistic theories of dyslexia. Participants were 18-55-year-old adults with dyslexia (n = 36), ADHD (n = 22), and controls (n = 35). Non-linguistic theories investigated with experimental designs included temporal processing impairment, abnormal cerebellar functioning, procedural learning difficulties, as well as visual processing and attention deficits. Latent profile analysis (LPA) was used to investigate the emerging groups and patterns of results across these experimental designs. LPA suggested three groups: (1) a large group with average performance in the experimental designs, (2) participants predominantly from the clinical groups but with enhanced conditioning learning, and (3) participants predominantly from the dyslexia group with temporal processing as well as visual processing and attention deficits. Despite the presence of these distinct patterns, participants did not cluster very well based on their original status, nor did the LPA groups differ in their dyslexia or ADHD-related neuropsychological profiles. Remarkably, the LPA groups did differ in their intelligence. These results highlight the continuous and overlapping nature of the observed difficulties and support the multiple deficit model of developmental disorders, which suggests shared risk factors for developmental challenges. It also appears that some of the risk factors suggested by the prominent non-linguistic theories of dyslexia relate to the general level of functioning in tests of intelligence.

Dataset Information

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

Publications

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

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