KIAA0319 and ROBO1: evidence on association with reading and pleiotropic effects on language and mathematics abilities in developmental dyslexia

Mascheretti, Sara; Riva,; Giorda, Roberto; Beri, Silvana; Lanzoni, Lara Francesca Emilia; Cellino, Maria Rosaria; Marino, Cecilia

doi:10.1038/jhg.2013.141

Cited by 52 publications

(39 citation statements)

References 78 publications

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“…It also accords with data from neuroimaging studies, which suggest a neural overlap between these skills in the left temporo-parietal cortex such as the left angular and supramarginal gyri (e.g., Dehaene et al, 2003;Schlaggar & McCandliss, 2007). Moreover, strong genetic correlations between reading and arithmetic have been consistently reported (Kovas et al, 2007;Mascheretti et al, 2014). It is important to clarify that the children with a slow and variable profile of arithmetic fact development did not reflect a subgroup of children with reading difficulties.…”

Section: Phonological Processingsupporting

confidence: 69%

Profiles of children’s arithmetic fact development: A model-based clustering approach

Vanbinst

Ceulemans

Ghesquière

et al. 2015

Journal of Experimental Child Psychology

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The current longitudinal study tried to capture profiles of individual differences in children's arithmetic fact development. We used a model-based clustering approach to delineate profiles of arithmetic fact development based on empirically derived differences in parameters of arithmetic fact mastery repeatedly assessed at the start of three subsequent school years: third, fourth, and fifth grades. This cluster analysis revealed three profiles in a random sample-slow and variable (n = 8), average (n = 24), and efficient (n = 20)-that were marked by differences in children's development in arithmetic fact mastery from third grade to fifth grade. These profiles did not differ in terms of age, sex, socioeconomic status, or intellectual ability. In addition, we explored whether these profiles varied in cognitive skills that have been associated with individual differences in single-digit arithmetic. The three profiles differed in nonsymbolic and symbolic numerical magnitude processing as well as phonological processing, but not in digit naming or working memory. After also controlling for cluster differences in general mathematics achievement and reading ability, only differences in symbolic numerical magnitude processing remained significant. Taken together, our longitudinal data reveal that symbolic numerical magnitude processing represents an important variable that contributes to individual variability in children's acquisition of arithmetic facts.

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Section: Phonological Processingsupporting

confidence: 69%

Profiles of children’s arithmetic fact development: A model-based clustering approach

Vanbinst

Ceulemans

Ghesquière

et al. 2015

Journal of Experimental Child Psychology

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“…Disrupting ROBO1 gene has been implicated in some neurologic disorders [29,30], highlighting its special involvement in the brain. ROBO1 was found to be upregulated and associated with significantly lower probability of overall and nodal relapse-free survival in nasopharyngeal carcinoma [31].…”

Section: Discussionmentioning

confidence: 99%

MicroRNA-219-5p exerts tumor suppressor function by targeting ROBO1 in glioblastoma

et al. 2015

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Previous studies have shown that miR-219-5p is dysregulated and exerts tumor-suppressive effects in cancer development and progression. However, the molecular function and mechanism of miR-219-5p in glioblastoma growth and invasion are still unclear. In the present study, we show that miR-219-5p was downregulated in a panel of glioma tissues with different grades and in all the human glioma cell lines examined. Ectopic expression of miR-219-5p inhibited proliferation and invasion and induced apoptosis in vitro, and xenograft formation in vivo. ROBO1 was found to be a direct target of miR-219-5p, and when overexpressed in miR-219-5p-expressing glioma cells, was able to restore proliferative and invasive ability. Finally, in vivo investigation confirmed that miR-219-5p was a tumor suppressor that regulated ROBO1 expression. Taken together, these studies demonstrate that miR-219-5p inhibited cancer cell growth and invasion by direct targeting ROBO1, implicating miR-219-5p as an attractive candidate for cancer therapy.

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“…Many students with dyslexia are also diagnosed with math disability, and incidence rates of deficits in both have been reported to be as high as 50% (Lewis et al, 1994). Further, candidate susceptibility genes for dyslexia (e.g., ROBO1) appear to contribute to not only dyslexia but also its correlated phenotypes like math difficulties (Mascheretti et al, 2014). Interestingly, even dyslexic children with scores in the normal range in mathematics (assessed via standardized tests) show subtle deficits in arithmetic performance (Simmons and Singleton, 2008).…”

Section: Introductionmentioning

confidence: 99%

The functional anatomy of single-digit arithmetic in children with developmental dyslexia

et al. 2014

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Some arithmetic procedures, such as addition of small numbers, rely on fact retrieval mechanisms supported by left hemisphere perisylvian language areas, while others, such as subtraction, rely on procedural-based mechanisms subserved by bilateral parietal cortices. Previous work suggests that developmental dyslexia, a reading disability, is accompanied by subtle deficits in retrieval-based arithmetic, possibly because of compromised left hemisphere function. To test this prediction, we compared brain activity underlying arithmetic problem solving in children with and without dyslexia during addition and subtraction operations using a factorial design. The main effect of arithmetic operation (addition versus subtraction) for both groups combined revealed activity during addition in the left superior temporal gyrus and activity during subtraction in bilateral intraparietal sulcus, right supramarginal gyrus and the anterior cingulate, consistent with prior studies. For the main effect of diagnostic group (dyslexics versus controls), we found less activity in dyslexic children in the left supramarginal gyrus. Finally, the interaction analysis revealed that while the control group showed a strong response in right supramarginal gyrus for subtraction but not for addition, the dyslexic group engaged this region for both operations. This provides physiological evidence in support of the theory that children with dyslexia, because of disruption to left hemisphere language areas, use a less optimal route for retrieval-based arithmetic, engaging right hemisphere parietal regions typically used by good readers for procedural-based arithmetic. Our results highlight the importance of language processing for mathematical processing and illustrate that children with dyslexia have impairments that extend beyond reading.

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KIAA0319 and ROBO1: evidence on association with reading and pleiotropic effects on language and mathematics abilities in developmental dyslexia

Cited by 52 publications

References 78 publications

Profiles of children’s arithmetic fact development: A model-based clustering approach

Profiles of children’s arithmetic fact development: A model-based clustering approach

MicroRNA-219-5p exerts tumor suppressor function by targeting ROBO1 in glioblastoma

The functional anatomy of single-digit arithmetic in children with developmental dyslexia

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