Talk:Genetic research into dyslexia/Dumping ground

 Genetic research into dyslexia article · Talk page · Sandbox

PMID papers which may provide support for article content
Annotation: Genetics of reading and spelling disorder. 2001

Schulte-Körne G. Department of Child and Adolescent Psychiatry, Philipps-University Marburg, Germany. Breakthroughs in the search for dyslexia candidate genes.
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McGrath LM, Smith SD, Pennington BF. University of Denver, Department of Psychology, Frontier Hall, 2155 S. Race St., Denver, CO 80208, USA. lmcgrath@du.edu The genetic basis of dyslexia. 2002
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Francks C, MacPhie IL, Monaco AP. Genetic and environmental influences on early speech, language and literacy development. 2008
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Hayiou-Thomas ME.J Commun Disord. Molecular approaches to the genetic analysis of specific reading disability. 1998
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Smith SD, Kelley PM, Brower AM. . The genetic lexicon of dyslexia. 2007
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Paracchini S, Scerri T, Monaco AP. Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford OX3 7BN, United Kingdom A genome-wide search strategy for identifying quantitative trait loci involved in reading and spelling disability (developmental dyslexia)1999 A sibling-pair based approach for mapping genetic loci that influence quantitative measures of reading disability. 2000
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Francks C, Fisher SE, Marlow AJ, Richardson AJ, Stein JF, Monaco AP. The Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford, UK. clyde@well.ox.ac.uk Genetics of dyslexia 2006 The human lexinome: genes of language and reading. 2008
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Gibson CJ, Gruen JR. Department of Pediatrics, Yale Child Health Research Center, Yale University School of Medicine, New Haven, CT 06520-8081, USA. Developmental dyslexia: an update on genes, brains, and environments.
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Grigorenko EL. Psychology Department, Yale University, New Haven, CT 06520-8205, USA. elena.grigorenko@yale.edu Genetic influences on language impairment and phonological short-term memory. 2005
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Newbury DF, Bishop DV, Monaco AP. Genetics of dyslexia: the evolving landscape. 2007
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Schumacher J, Hoffmann P, Schmäl C, Schulte-Körne G, Nöthen MM. The genetics of developmental dyslexia. 2006
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Williams J, O'Donovan MC. Genetic analysis of dyslexia and other complex behavioral phenotypes. 1997
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Pennington BF, Smith SD. Behavioral genetics: concepts for research and practice in language development and disorders 1995
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Gilger JW.
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Needs to be copy-edited
A unifying theoretical framework of three working memory components provides a systems perspective for discussing past and new findings in a 12-year research program that point to heterogeneity in the genetic and brain basis and behavioral expression of dyslexia: (a) codes for word-form storage and processing, (b) time-sensitive phonological and orthographic loops for maintaining information in working memory or outputting it, and (c) executive functions for language (e.g., rapid automatic switching of attention). Results, which span the genetic to neurological to behavioral levels of analysis, point to possible impairment in any one or combination of these working memory components in individuals with dyslexia. A DNA variation on chromosome 15 may be linked with the phonological word-form in the first working-memory component. A DNA variation on chromosome 6 may be linked with slow rapid automatic switching, inattention ratings, and impaired goal-directed activity ratings in the third working-memory component. Brain and behavioral findings support (a) Triple Word Form Theory: phonological, orthographic, and morphological word-forms and their parts contribute to learning to read and spell words; and (b) Cross-Word Form Mapping: in the process of learning to read and spell words children compute the inter-relationships among the three word-forms and their parts. However, children with dyslexia may require more focus on the morphological word-form and its parts and their relationships with the other two word-forms and their parts than do normal readers. Also, children with dyslexia have unusual difficulties in sustaining phonological loop function in working memory over time; their impaired orthographic loop function may interfere with learning to write alphabet letters and spell, which may be as impaired as word decoding and reading. Impaired executive functions may interfere with the efficiency of working memory in processing oral and written language.

The science of reading and developmental dyslexia has experienced spectacular advances during the last few years. The holistic phenomenon of reading is complex. Many lower-level psychological processes (e.g., phonemic awareness, phonological decoding, ability to process stimuli rapidly and automatize this process, memory, ability to recognize words) contribute to a single act of reading. Conceptualizing the complex process of reading through its partly overlapping but partly independent components--which contribute to, but do not fully explain, the holistic process of reading--provides an excellent model for understanding complex hierarchies of higher mental functions. Although no unified brain map of reading has been developed, some specific areas of the brain have been implicated in different reading-related cognitive processes by different laboratories and on different samples. The comorbidity of developmental dyslexia with both internalizing and externalizing behavioral disturbances, as well as with other learning disabilities, underscores the need for wide-ranging cognitive and behavioral approaches in the remediation programs offered to dyslexic children.