Genetic Interactions in Developmental Dyslexia

发育性阅读障碍的遗传相互作用

• 批准号: 7426324
• 负责人: LAUREN M McGRATH
• 金额: $ 1.3万
• 依托单位: UNIVERSITY OF DENVER (COLORADO SEMINARY)
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-05-14 至 2008-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7426324
• 关键词: 15q21; 1p36; 2p16; Awareness; Biological; Candidate Disease Gene; Child; Code; Communication; Communication impairment; Complex; Development; Developmental reading disorder; Diagnosis; Disease regression; Dizygotic Twins; Early identification; Emotional; Environment; Etiology; Family; Genes; Genetic; Genetic Models; Genomics; Genotype; Goals; Home environment; Impairment; Intervention; Language; Literature; Mails; Measures; Methods; Modeling; Molecular Genetics; Motivation; Names; Occupational; Orthography; Outcome; Perinatal; Phenotype; Psychopathology; Public Health; Questionnaires; Reading; Reading Disabilities; Recruitment Activity; Schools; Short-Term Memory; Siblings; Testing; Time; Twin Studies; Writing; base; design; developmental disease; falls; follow-up; interest; literacy; phonology; prenatal; psychologic; self esteem; social; spelling; stem; success

DESCRIPTION (provided by applicant): The goal of the current proposal is to better understand the complex multifactorial etiology of developmental dyslexia, or reading disability (RD), by focusing on gene x environment interactions. RD is defined by deficits in fluent word recognition that are accompanied by poor spelling and decoding abilities, all of which typically stem from underlying weaknesses in the phonological component of language. RD is often referred to as a communication disorder, especially in school settings, because it causes impairments in written language communication. The genetics of RD has advanced to the point of identifying candidate genes, but the identification of these genes is unlikely to answer many of the etiological questions about RD, unless interactions with the environment are considered. As such, this proposal will test for gene x environment interactions using molecular genetic methods and measures of the home environment and the prenatal and perinatal environment. Because only limited information about the home environment was obtained at the time of testing, follow-up questionnaires targeting the home literacy environment and family educational values will be mailed to the families. The study is a sib-pair linkage design that will utilize genotypes and phenotypes from dizygotic twins and their biological siblings who were previously recruited into a large twin study. The genotypes will target markers in 6 of the replicated linkage regions for RD: 1p36-p34, 2p16-p15, 3p12-q13, 6p22.2, 15q21,and 18p11.2. Composite phenotypes assessing word recognition, phonological decoding, phonological awareness, verbal working memory, orthographic coding, and rapid naming will be constructed. Linkage peaks in each of the 6 genomic regions of interest will be identified using these composite phenotypes. Then, additive and interactive models of genetic and environmental contributions to the phenotypes will be tested at these linkage peaks. The analyses will implement extensions of regression-based linkage methods in order to test for gene x environment interactions. This project has relevance for public health because RD has implications for academic and occupational success and it is associated with decreases in self-esteem, motivation, and social-emotional functioning. Although there are empirically-validated treatments available, many children are not diagnosed until they have already fallen behind in reading. Thus, studies to better understand the complex genetic and environmental causes of RD could facilitate early identification and intervention enabling better academic, psychological, and occupational outcomes.

描述（由申请人提供）：当前建议的目的是通过关注基因X环境相互作用来更好地了解发育阅读障碍或阅读障碍（RD）的复杂多因素病因（RD）。 RD由流利的单词识别的缺陷来定义，这些识别伴随着拼写和解码能力不佳，所有这些都通常源于语言语言的语音组成部分中的潜在弱点。 RD通常被称为通信障碍，尤其是在学校环境中，因为它会导致书面语言交流中的障碍。 RD的遗传学已经发展到鉴定候选基因的位置，但是这些基因的鉴定不太可能回答有关RD的许多病因问题，除非考虑与环境的相互作用。因此，该建议将使用分子遗传学方法以及家庭环境以及产前和围产期环境的措施来测试基因X环境的相互作用。由于在测试时只能获得有关家庭环境的有限信息，因此针对家庭识字环境和家庭教育价值观的后续调查表将邮寄给家庭。这项研究是一种同胞链接设计，它将利用Dizygotic Twins及其生物兄弟姐妹的基因型和表型，这些兄弟姐妹以前曾被招募为一项大型双胞胎研究。基因型将针对RD的复制连锁区域的6个靶向标记：1p36-P34、2P16-P15、3P12-Q13、6P22.2、15Q221和18P11.2。评估单词识别，语音解码，语音意识，言语工作记忆，拼字编码和快速命名的复合表型将被构建。使用这些复合表型将确定6个感兴趣的基因组区域中每个区域中每个区域中的连锁峰。然后，将在这些连锁峰上测试对表型的遗传和环境贡献的添加和交互模型。分析将实施基于回归的链接方法的扩展，以测试基因X环境相互作用。该项目与公共卫生有关，因为RD对学术和职业成功具有影响，并且与自尊，动机和社会情感功能的降低有关。尽管有经验验证的治疗方法，但直到阅读中已经落后于他们，才被诊断出许多孩子。因此，以更好地了解RD的复杂遗传和环境原因的研究可以促进早期识别和干预，从而实现更好的学术，心理和职业成果。