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Genome-wide association analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people

Authors :
Kristina Moll
Liao Z
Feng Y
Price Km
Gruen
Scott D. Gordon
Else Eising
Bruce F. Pennington
Daniel Brandeis
Veera M. Rajagopal
Franken Mj
Bertram Müller-Myhsok
Tomblin Jb
Nazanin Mirza-Schreiber
Henning Tiemeier
Molz B
Silvia Paracchini
Wigg Kg
Beate St Pourcain
Guger Sl
van de Schroeff Mm
Alessandro Gialluisi
Simon E. Fisher
Carol A. Wang
Andrea G. Allegrini
Angela T Morgan
Cathy L. Barr
Erik G. Willcutt
Tanner Koomar
Jacob J. Michaelson
Truong Dt
Filippo Abbondanza
Hernández-Cabrera Ja
Reilly S
Timothy C. Bates
Markus M. Nöthen
Chin Yang Shapland
Gerritse M
Charles Hulme
Marianna E. Hayiou-Thomas
Blokland K
Lisa J. Strug
Robert Plomin
John F. Stein
Kerr En
D.I. Boomsma
Nicholas G. Martin
Dianne F. Newbury
Richard K. Olson
Clyde Francks
van Donkelaar M
J-J Hottenga
Michelle Luciano
Gökberk Alagöz
de Zeeuw El
Thomas Bourgeron
Craig E. Pennell
Margaret J. Wright
Anders D. Børglum
Kate E. Watkins
Andlauer Tfm
Fabiola Ceroni
Manon Bernard
Ditte Demontis
Kaili Rimfeld
Wilkinson M
Margaret J. Snowling
Andrew J. O. Whitehouse
John C. DeFries
Richer L
T. Paus
Maureen W. Lovett
Angela Martinelli
Joel B. Talcott
Gerd Schulte-Körne
Nuala H. Simpson
Zdenka Pausova
Manuel Carreiras
Anthony P. Monaco
Philip S. Dale
Gu Zhu
Ellen Verhoef
Philip R. Jansen
Karin Landerl
Shelley D. Smith
Franck Ramus
van Bergen E
Urs Maurer
Heikki Lyytinen
de Jong Pf
Publication Year :
2021
Publisher :
Cold Spring Harbor Laboratory, 2021.

Abstract

The use of spoken and written language is a capacity that is unique to humans. Individual differences in reading- and language-related skills are influenced by genetic variation, with twin-based heritability estimates of 30-80%, depending on the trait. The relevant genetic architecture is complex, heterogeneous, and multifactorial, and yet to be investigated with well-powered studies. Here, we present a multicohort genome-wide association study (GWAS) of five traits assessed individually using psychometric measures: word reading, nonword reading, spelling, phoneme awareness, and nonword repetition, with total sample sizes ranging from 13,633 to 33,959 participants aged 5-26 years (12,411 to 27,180 for those with European ancestry, defined by principal component analyses). We identified a genome-wide significant association with word reading (rs11208009, p=1.098 × 10−8) independent of known loci associated with intelligence or educational attainment. All five reading-/language-related traits had robust SNP-heritability estimates (0.13–0.26), and genetic correlations between them were modest to high. Using genomic structural equation modelling, we found evidence for a shared genetic factor explaining the majority of variation in word and nonword reading, spelling, and phoneme awareness, which only partially overlapped with genetic variation contributing to nonword repetition, intelligence and educational attainment. A multivariate GWAS was performed to jointly analyse word and nonword reading, spelling, and phoneme awareness, maximizing power for follow-up investigation. Genetic correlation analysis of multivariate GWAS results with neuroimaging traits identified association with cortical surface area of the banks of the left superior temporal sulcus, a brain region with known links to processing of spoken and written language. Analysis of evolutionary annotations on the lineage that led to modern humans showed enriched heritability in regions depleted of Neanderthal variants. Together, these results provide new avenues for deciphering the biological underpinnings of these uniquely human traits.

Details

Database :
OpenAIRE
Accession number :
edsair.doi...........d8719ed9c469bb55bb59c834789f72a9