Complex effects of dyslexia risk factors account for <scp>ADHD</scp> traits: evidence from two independent samples

Mascheretti, Sara; Trezzi, Vittoria; Giorda, Roberto; Boivin, Michel; Plourde, Vickie; Vitaro, Frank; Brendgen, Mara; Dionne, Ginette; Marino, Cecilia

doi:10.1111/jcpp.12612

Cited by 32 publications

(26 citation statements)

References 66 publications

(92 reference statements)

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“…RU1-1 of READ1 in DCDC2 was significantly associated with impairments in processing speed and attention co-occurring with RD (class 4) in the GRaD sample, even after controlling for the significant effects of age and ADHD diagnosis. The results support prior evidence for a pleiotropic role of DCDC2 in reading and attention performance (Couto et al, 2009;Mascheretti et al, 2017;Riva et al, 2015). To date, there has only been one study that has examined the effects of different READ1 alleles on attention measures.…”

Section: Discussionsupporting

confidence: 85%

Effect of READ1 on latent profiles of reading disability and comorbid attention and language learning disability subtypes

DeMille

et al. 2019

Preprint

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Recent studies of co-occurring reading disability (RD) and attention deficit/hyperactivity disorder (ADHD), and co-occurring RD and language learning disability (LLD), support a core disability plus co-occurrence model focused on language and attention. Genetic factors have been associated with poor reading performance. However, little is known about whether different genetic variants independently contribute to RD co-occurrence subtypes. We aimed to identify subgroups of struggling readers using a latent profile analysis (LPA) in a sample of 1,432Hispanic American and African American youth. RD classes were then tested for association with variants of READ1, a regulatory element within the candidate RD risk gene, DCDC2. Six groups were identified in the LPA using RD designation as a known-class variable. The three RD classes identified groups of subjects with neurocognitive profiles representing RD+ADHD, specific phonological deficit RD, and RD+LLD. Genetic associations across RD subtypes were investigated against functional groupings of READ1. The RU1-1 group of READ1 alleles was associated with RD cases that were marked by deficits in both processing speed and attention (RD + ADHD). The DCDC2 microdeletion that encompasses READ1 was associated with RD cases showing a phonological deficit RD profile. These findings provide evidence for differential genetic contribution to RD subtypes, and that previously implicated genetic variants for RD may share an underlying genetic architecture across population groups for reading disability. Effect of READ1 on latent profiles of reading disability and comorbid attention and language learning disability subtypes

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Section: Discussionsupporting

confidence: 85%

Effect of READ1 on latent profiles of reading disability and comorbid attention and language learning disability subtypes

DeMille

et al. 2019

Preprint

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“…Family studies have demonstrated that shared familial influences (genetic and/or family environment) play a key role in comorbidity between RD and ADHD (Light, Pennington, Gilger, & DeFries, 1995;Willcutt et al, 2010Willcutt et al, , 2014. Comparisons between monozygotic and dizygotic twins indicate that 60-70% of the risk for RD and 75-80% of the risk for ADHD is due to genetic factors, whereas shared environmental influences account for an additional 10-15% of the variance in reading, but play a minimal role in ADHD (Mascheretti et al, 2017;Wadsworth, DeFries, Willcutt, Pennington, & Olson, 2015;Willcutt et al, 2014). Moreover, the large discrepancy between the prevalence in the general population (5%) and their cooccurrence (~30%) implies that RD and ADHD are genetically not independent (Pennington, 2006;van Bergen, van der Leij, & de Jong, 2014;Willcutt et al, 2010Willcutt et al, , 2012.…”

mentioning

confidence: 99%

Comorbidity of reading disabilities and ADHD: Structural and functional brain characteristics

Langer

Benjamin

Becker

et al. 2019

Human Brain Mapping

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Reading disabilities (RD) and attention‐deficit/hyperactivity disorder (ADHD) are two of the most common developmental disorders. RD and ADHD frequently co‐occur, which raises questions about how the disorders interact and to what extent they can be differentiated. To date, the underlying neural mechanisms leading to RD–ADHD comorbidity (COM) are not understood. In this study, structural and functional magnetic resonance imaging (fMRI) were combined with comprehensive behavioral testing in order to characterize the behavior, brain structure, and neural correlates of executive function, phonological processing and reading fluency in 60 children with clinical diagnoses of RD, ADHD, or COM, and controls. Whole‐brain analyses of variance were performed on cortical thickness values and on the data of the three fMRI tasks to investigate overall group differences. To validate these findings, a region of interest analysis was performed in regions that have previously been shown to exhibit group differences in children with RD or ADHD using the same paradigms. The neuroimaging results demonstrated structural and functional atypicalities for COM in regions that are frequently associated with deficits in children with isolated ADHD or RD. A combination of shared and distinctive brain alterations between the clinical groups was identified, supporting the multiple deficit model for ADHD, RD, and its comorbidity.

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“…Markers previously associated to dyslexia have been found to be also linked to hyperactivity and/or inattention, as shown in Couto el al . [ 25 ] and Mascheretti et a l. [ 41 ]. DYX1C1 was also evaluated in ADHD samples [ 44 , 45 ] and a haplotype of 6 SNPs was connected to the attentional symptoms of this disorder.…”

Section: Discussionmentioning

confidence: 99%

Genetic association study of dyslexia and ADHD candidate genes in a Spanish cohort: Implications of comorbid samples

et al. 2018

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Dyslexia and attention deficit hyperactivity disorder (ADHD) are two complex neuro-behaviorally disorders that co-occur more often than expected, so that reading disability has been linked to inattention symptoms. We examined 4 SNPs located on genes previously associated to dyslexia (KIAA0319, DCDC2, DYX1C1 and FOXP2) and 3 SNPs within genes related to ADHD (COMT, MAOA and DBH) in a cohort of Spanish children (N = 2078) that met the criteria of having one, both or none of these disorders (dyslexia and ADHD). We used a case-control approach comparing different groups of samples based on each individual diagnosis. In addition, we also performed a quantitative trait analysis with psychometric measures on the general population (N = 3357). The results indicated that the significance values for some markers change depending on the phenotypic groups compared and/or when considering pair-wise marker interactions. Furthermore, our quantitative trait study showed significant genetic associations with specific cognitive processes. These outcomes advocate the importance of establishing rigorous and homogeneous criteria for the diagnosis of cognitive disorders, as well as the relevance of considering cognitive endophenotypes.

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Complex effects of dyslexia risk factors account for ADHD traits: evidence from two independent samples

Abstract: DD genetic (DCDC2) and environmental factors (smoke and miscarriage) underlie ADHD traits supporting a potential pleiotropic effect.

Cited by 32 publications

References 66 publications

Effect of READ1 on latent profiles of reading disability and comorbid attention and language learning disability subtypes

Effect of READ1 on latent profiles of reading disability and comorbid attention and language learning disability subtypes

Comorbidity of reading disabilities and ADHD: Structural and functional brain characteristics

Genetic association study of dyslexia and ADHD candidate genes in a Spanish cohort: Implications of comorbid samples

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