English
 
Help Privacy Policy Disclaimer
  Advanced SearchBrowse
  1. Item Summary / 
  2. View item

Item

ITEM ACTIONSEXPORT
Add to Basket
 Local TagsRelease HistoryDetailsSummary
  Dyslexia polygenic scores show heightened prediction of verbal working memory and arithmetic

Perugini, A., Fontanillas, P., Gordon, S. D., Fisher, S. E., Martin, N. G., Bates, T. C., et al. (2024). Dyslexia polygenic scores show heightened prediction of verbal working memory and arithmetic. Scientific Studies of Reading. Advance online publication. doi:10.1080/10888438.2024.2365697.

Item is

 

show all hide all

Basic

show hide
Item Permalink: https://hdl.handle.net/21.11116/0000-000F-73E3-F Version Permalink: https://hdl.handle.net/21.11116/0000-000F-73E7-B
Genre: Journal Article

Files

show Files
hide Files
:
Perugini_etal_2024_dyslexia polygenic scores show....pdf (Publisher version), 533KB
View   Save
File Permalink:
https://hdl.handle.net/21.11116/0000-000F-73E5-D
Name:
Perugini_etal_2024_dyslexia polygenic scores show....pdf
Description:
-
OA-Status:
Hybrid
Visibility:
Public
MIME-Type / Checksum:
application/pdf / [MD5]
Technical Metadata:
View
Copyright Date:
2024
Copyright Info:
© 2024 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent
License:
http://creativecommons.org/licenses/by-nc-nd/4.0/
:
Perugini_etal_2024suppl_dyslexia polygenic scores show....docx (Supplementary material), 24KB
View   Save
File Permalink:
https://hdl.handle.net/21.11116/0000-000F-73E6-C
Name:
supplementary materials
Description:
-
OA-Status:
Hybrid
Visibility:
Public
MIME-Type / Checksum:
application/vnd.openxmlformats-officedocument.wordprocessingml.document / [MD5]
Technical Metadata:
View
Copyright Date:
-
Copyright Info:
-
License:
-

Locators

show

Creators

show
hide
 Creators:
Perugini, Ambra1, Author
Fontanillas, Pierre2, Author
Gordon, Scott D.3, Author
Fisher, Simon E.4, 5, Author           
Martin, Nicholas G.3, Author
Bates, Timothy C.1, Author
Luciano, Michelle1, Author
Affiliations:
1University of Edinburgh, Edinburgh, UK, ou_persistent22              
223andMe, Inc., Sunnyvale, CA, USA, ou_persistent22              
3QIMR Berghofer Medical Research Institute, Brisbane, Australia, ou_persistent22              
4Language and Genetics Department, MPI for Psycholinguistics, Max Planck Society, ou_792549              
5Donders Institute for Brain, Cognition and Behaviour, External Organizations, ou_55236              

Content

show
hide
Free keywords: -
 Abstract: Purpose

The aim of this study is to establish which specific cognitive abilities are phenotypically related to reading skill in adolescence and determine whether this phenotypic correlation is explained by polygenetic overlap.

Method

In an Australian population sample of twins and non-twin siblings of European ancestry (734 ≤ N ≤ 1542 [50.7% < F < 66%], mean age = 16.7, range = 11–28 years) from the Brisbane Adolescent Twin Study, mixed-effects models were used to test the association between a dyslexia polygenic score (based on genome-wide association results from a study of 51,800 dyslexics versus >1 million controls) and quantitative cognitive measures. The variance in the cognitive measure explained by the polygenic score was compared to that explained by a reading difficulties phenotype (scores that were lower than 1.5 SD below the mean reading skill) to derive the proportion of the association due to genetic influences.

Results

The strongest phenotypic correlations were between poor reading and verbal tests (R2 up to 6.2%); visuo-spatial working memory was the only measure that did not show association with poor reading. Dyslexia polygenic scores could completely explain the phenotypic covariance between poor reading and most working memory tasks and were most predictive of performance on a test of arithmetic (R2=2.9%).

Conclusion

Shared genetic pathways are thus highlighted for the commonly found association between reading and mathematics abilities, and for the verbal short-term/working memory deficits often observed in dyslexia.

Details

show
hide
Language(s): eng - English
 Dates: 2024-06-19
 Publication Status: Published online
 Pages: -
 Publishing info: -
 Table of Contents: -
 Rev. Type: Peer
 Identifiers: DOI: 10.1080/10888438.2024.2365697
 Degree: -

Event

show

Legal Case

show

Project information

show

Source 1

show
hide
Title: Scientific Studies of Reading. Advance online publication
Source Genre: Journal
 Creator(s):
Affiliations:
Publ. Info: Mahwah, NJ : Lawrence Erlbaum Associates
Pages: - Volume / Issue: - Sequence Number: - Start / End Page: - Identifier: ISSN: 1088-8438
CoNE: https://pure.mpg.de/cone/journals/resource/957956064017