The overall theme ofthe CLDRC is the recognition that reading disability, reading comprehension deficits, and attention deficit hyperactivity disorder are complex conditions that result from deficits in multiple component abilities, some of which are independent and some which are shared. In the projects within the CLDRC, these components are characterized by their genetic and developmental characteristics and their interaction with environment. In Project IV, we will also characterize the genetic contributions to these abilifies at the molecular level. We hypothesize that the genes affecting reading, reading comprehension, and attention will be in similar developmental pathways, and that those pathways will help define the neurodevelopmental processes involved in these conditions. Further, we expect that there will be some distinct genetic influences on reading, reading comprehension, and attention, and that there will also be genes that have more universal effects. To identify the contributing genes, we will extend our current association analyses to design targeted DNA sequencing approaches to identify both common and rare variants in well-characterized candidate regions. We will then test whether these same genetic variants (putative mutations) influence reading, reading comprehension and attention in geographically and ethnically diverse populations. The molecular genetic results will tie together the detailed phenotypic studies of the other projects to define the neurodevelopmental etiologies of learning disabilities and then determine how they generalize across populations. This will provide an etiological framework to describe the genetic influences on learning disabilities, with potential therapeutic and diagnostic implications.
The Genomic Analyses project will combine molecular genetic studies with the detailed data on reading, reading comprehension, and ADHD that is being obtained from twins and their families by the other Projects in the Center. Comprehensive DNA sequencing will be used to discover mutations in genes and regulatory regions, with the overall goal of understanding the developmental processes that affect learning disorders.
|Leopold, Daniel R; Christopher, Micaela E; Burns, G Leonard et al. (2016) Attention-deficit/hyperactivity disorder and sluggish cognitive tempo throughout childhood: temporal invariance and stability from preschool through ninth grade. J Child Psychol Psychiatry 57:1066-74|
|Ayorech, Ziada; Selzam, Saskia; Smith-Woolley, Emily et al. (2016) Publication Trends Over 55 Years of Behavioral Genetic Research. Behav Genet 46:603-7|
|Eicher, John D; Montgomery, Angela M; Akshoomoff, Natacha et al. (2016) Dyslexia and language impairment associated genetic markers influence cortical thickness and white matter in typically developing children. Brain Imaging Behav 10:272-82|
|Gialluisi, Alessandro; Visconti, Alessia; Willcutt, Erik G et al. (2016) Investigating the effects of copy number variants on reading and language performance. J Neurodev Disord 8:17|
|Powers, Natalie R; Eicher, John D; Miller, Laura L et al. (2016) The regulatory element READ1 epistatically influences reading and language, with both deleterious and protective alleles. J Med Genet 53:163-71|
|Truong, D T; Shriberg, L D; Smith, S D et al. (2016) Multipoint genome-wide linkage scan for nonword repetition in a multigenerational family further supports chromosome 13q as a locus for verbal trait disorders. Hum Genet 135:1329-1341|
|Peterson, Robin L; Boada, Richard; McGrath, Lauren M et al. (2016) Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences. J Learn Disabil :|
|Jacobson, Lisa A; Koriakin, Taylor; Lipkin, Paul et al. (2016) Executive Functions Contribute Uniquely to Reading Competence in Minority Youth. J Learn Disabil :|
|Treiman, Rebecca; Kessler, Brett; Pollo, Tatiana Cury et al. (2016) Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance. Sci Stud Read 20:349-362|
|Wadsworth, Sally J; DeFries, John C; Willcutt, Erik G et al. (2016) Genetic Etiologies of Comorbidity and Stability for Reading Difficulties and ADHD: A Replication Study. Twin Res Hum Genet 19:647-651|
Showing the most recent 10 out of 184 publications