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Language Impairment (LI) and Reading Disability (RD) have distinct diagnostic criteria but may share some underlying liabilities, and children with early language problems are at increased risk for later reading problems. Both disorders show evidence of genetic influence, and several candidate genes have been described for each disorder individually, such as DCDC2 and KIAA0319 for RD and CMIP for LI, but subsequent studies have shown that reading related abilities were associated with CMIP and language disabilities were associated with KIAA0319, suggesting that there are common etiologic factors. To tease apart these differences as well as commonalities, we have studied a panel of 19 candidate genes which have been associated with RD, LI, or another comorbid condition, Attention Deficit Hyperactivity Disorder (ADHD). Families from three populations were studied: two ascertained with Language Impairment in collaboration with Dr. Mabel Rice at the University of Kansas, and a large population with Reading Disability and/or ADHD in collaboration with the Colorado Learning Disabilities Research Center (Richard Olson, PI). All of the children had extensive phenotypic testing. The goals are to identify genes that affect each disorder separately, as well as genes associated with both disorders, and determine the abilities, or endophenotypes, associated with those genes. This should help define shared and unique deficits. The long-term goals of this line of research are to identify pathways of neuronal development that are shared by these disorders, and where they diverge. Understanding these conditions at a developmental level can lead to new ways of thinking about diagnosis and treatment.
This research was funded by NIH:NIDCD R01DC001803 and NIH-NIDCD R01DC005226 to Mabel Rice and NIH-NICHD P50HD027802 to Richard Olson
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