98%
921
2 minutes
20
Developmental Dyslexia (DD) is a heritable, complex genetic disorder characterized by specific impairment in reading and writing ability that is substantially below the expected reading ability given the person's chronological age, measured intelligence and age-appropriate education. More than ten susceptible genes have been identified for DD. A Single Nucleotide Polymorphism (SNP) of these genes was found to be associated with various phenotypes of DD. To identify the role of SNPs of four candidate genes namely, MRPL19/C2ORF3, ROBO1 and THEM2 in an Indian population, we genotyped eight SNPs of these genes in 157 children with DD and 212 normal readers using a MassARRAY technique with a MALDI-TOF MS analyzer. Power analysis of some of these SNPs showed >80% of power. Chi-square test, Odds Ratios (ORs), 95% Confidence Intervals (CIs) and Bonferroni's correction were applied to identify the significance of the genotyped SNPs and haplotypes. Our study failed to show any association of SNPs and haplotypes of these genes with DD in an Indian population.
Download full-text PDF |
Source |
---|---|
http://dx.doi.org/10.1016/j.gene.2013.08.017 | DOI Listing |
Cereb Cortex
August 2025
Faculty of Psychology and Education Science, Department of Psychology, University of Geneva, Chemin des Mines 9, Geneva, 1202, Switzerland.
Language learning and use relies on domain-specific, domain-general cognitive and sensory-motor functions. Using fMRI during story listening and behavioral tests, we investigated brain-behavior associations between linguistic and non-linguistic measures in individuals with varied multilingual experience and reading skills, including typical reading participants (TRs) and dyslexic readers (DRs). Partial Least Square Correlation revealed a main component linking cognitive, linguistic, and phonological measures to amodal/associative brain areas.
View Article and Find Full Text PDFDisabil Rehabil Assist Technol
September 2025
International Communication College, Jilin International Studies University, Changchun, Jilin, China.
Background: Conventional automated writing evaluation systems typically provide insufficient support for students with special needs, especially in tonal language acquisition such as Chinese, primarily because of rigid feedback mechanisms and limited customisation.
Objective: This research develops context-aware Hierarchical AI Tutor for Writing Enhancement(CHATWELL), an intelligent tutoring platform that incorporates optimised large language models to deliver instantaneous, customised, and multi-dimensional writing assistance for Chinese language learners, with special consideration for those with cognitive learning barriers.
Methods: CHATWELL employs a hierarchical AI framework with a four-tier feedback mechanism designed to accommodate diverse learning needs.
Neuropsychology
September 2025
Instituto de Neurobiologia, Universidad Nacional Autonoma de Mexico.
Objective: Developmental dyslexia (DD) has been related to deficits in multiple cognitive skills. Phonological processing deficits are the most frequently reported in opaque orthographies, but there are few studies of transparent orthographies, such as Spanish. The aim of this study was to comprehensively explore possible deficiencies in cognitive functions in Spanish-speaking Mexican children with DD, to determine whether these deficits can explain problems with decoding fluency and accuracy, and analyze whether they provide support for some of the explanatory hypotheses of DD.
View Article and Find Full Text PDFJ Nonverbal Behav
July 2025
Department of Neurology, University of California, San Francisco, San Francisco, USA.
Unlabelled: Dyslexia is a neurodevelopmental condition characterized by reading difficulties, yet there is growing evidence for coinciding social and emotional strengths. In our previous work, we found children with dyslexia displayed greater emotional facial behavior to affective stimuli than their well-reading peers, an enhancement that related to better social skills. Traditional measures provide static "snapshots" of emotional facial behavior but overlook important dynamic information about the face's movements that may confer interpersonal advantages.
View Article and Find Full Text PDFNeuropsychologia
September 2025
Icelandic Vision Lab, Department of Psychology, University of Iceland, Saemundargata 2, 102, Reykjavik, Iceland.
Developmental dyslexia is a disorder marked by difficulties in reading, spelling, and connecting sounds to written language. The high-level visual dysfunction hypothesis suggests these difficulties may partially arise from abnormalities in high-level visual cognition such as the ability to integrate visual input for higher-order cognitive functions such as reading. Here we examined adult (mean age = 35) dyslexic readers' neural functioning as they recognized identities of nonlinguistic visual objects, specifically houses and faces.
View Article and Find Full Text PDF