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Identifying interactive biological pathways associated with reading disability.
Brain Behav. 2020 Jun 28 [Online ahead of print]BB

Abstract

INTRODUCTION

Past research has suggested that reading disability is a complex disorder involving genetic and environment contributions, as well as gene-gene and gene-environment interaction, but to date little is known about the underlying mechanisms.

METHOD

Using the Avon Longitudinal Study of Parents and Children, we assessed the contributions of genetic, demographic, and environmental variables on case-control status using machine learning. We investigated the functional interactions between genes using pathway and network analysis.

RESULTS

Our results support a systems approach to studying the etiology of reading disability with many genes (e.g., RAPGEF2, KIAA0319, DLC1) and biological pathways (e.g., neuron migration, positive regulation of dendrite regulation, nervous system development) interacting with each other. We found that single nucleotide variants within genes often had opposite effects and that enriched biological pathways were mediated by neuron migration. We also identified behavioral (i.e., receptive language, nonverbal intelligence, and vocabulary), demographic (i.e., mother's highest education), and environmental (i.e., birthweight) factors that influenced case-control status when accounting for genetic information.

DISCUSSION

The behavioral and demographic factors were suggested to be protective against reading disability status, while birthweight conveyed risk. We provided supporting evidence that reading disability has a complex biological and environmental etiology and that there may be a shared genetic and neurobiological architecture for reading (dis)ability.

Authors+Show Affiliations

College of Health Solutions, Arizona State University, Tempe, AZ, USA. Department of Computing, Informatics, and Decision Systems Engineering, Schools of Engineering, Arizona State University, Tempe, AZ, USA.Department of Computing, Informatics, and Decision Systems Engineering, Schools of Engineering, Arizona State University, Tempe, AZ, USA.College of Health Solutions, Arizona State University, Tempe, AZ, USA.School of Industrial and Systems Engineering, Georgia Institute of Technology, Atlanta, GA, USA.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

32596987

Citation

Lancaster, Hope Sparks, et al. "Identifying Interactive Biological Pathways Associated With Reading Disability." Brain and Behavior, 2020, pp. e01735.
Lancaster HS, Liu X, Dinu V, et al. Identifying interactive biological pathways associated with reading disability. Brain Behav. 2020.
Lancaster, H. S., Liu, X., Dinu, V., & Li, J. (2020). Identifying interactive biological pathways associated with reading disability. Brain and Behavior, e01735. https://doi.org/10.1002/brb3.1735
Lancaster HS, et al. Identifying Interactive Biological Pathways Associated With Reading Disability. Brain Behav. 2020 Jun 28;e01735. PubMed PMID: 32596987.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Identifying interactive biological pathways associated with reading disability. AU - Lancaster,Hope Sparks, AU - Liu,Xiaonan, AU - Dinu,Valentin, AU - Li,Jing, Y1 - 2020/06/28/ PY - 2020/03/26/received PY - 2020/06/01/revised PY - 2020/06/07/accepted PY - 2020/6/30/entrez PY - 2020/7/1/pubmed PY - 2020/7/1/medline KW - cognition KW - development KW - genetics KW - informatics SP - e01735 EP - e01735 JF - Brain and behavior JO - Brain Behav N2 - INTRODUCTION: Past research has suggested that reading disability is a complex disorder involving genetic and environment contributions, as well as gene-gene and gene-environment interaction, but to date little is known about the underlying mechanisms. METHOD: Using the Avon Longitudinal Study of Parents and Children, we assessed the contributions of genetic, demographic, and environmental variables on case-control status using machine learning. We investigated the functional interactions between genes using pathway and network analysis. RESULTS: Our results support a systems approach to studying the etiology of reading disability with many genes (e.g., RAPGEF2, KIAA0319, DLC1) and biological pathways (e.g., neuron migration, positive regulation of dendrite regulation, nervous system development) interacting with each other. We found that single nucleotide variants within genes often had opposite effects and that enriched biological pathways were mediated by neuron migration. We also identified behavioral (i.e., receptive language, nonverbal intelligence, and vocabulary), demographic (i.e., mother's highest education), and environmental (i.e., birthweight) factors that influenced case-control status when accounting for genetic information. DISCUSSION: The behavioral and demographic factors were suggested to be protective against reading disability status, while birthweight conveyed risk. We provided supporting evidence that reading disability has a complex biological and environmental etiology and that there may be a shared genetic and neurobiological architecture for reading (dis)ability. SN - 2162-3279 UR - https://www.unboundmedicine.com/medline/citation/32596987/Identifying_interactive_biological_pathways_associated_with_reading_disability L2 - https://doi.org/10.1002/brb3.1735 DB - PRIME DP - Unbound Medicine ER -
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