IRAGS
„Genetic and neurocognitive factors of reading ability: Designing a biomarker as an early diagnostic tool to predict future reading proficiency of preschoolers at risk of developing dyslexia“
PublicationsLearning disorders and thus reading disorders are one of the most common and genetically
determined developmental problems in children, and can substantially influence the course of
life. Our project aims at identifying genetic factors, that cause genotypic individual
differences (e.g., in cortical reading networks) to determine the likelihood of emerging
reading disorders and is ought to contribute to the development of early psycho-pedagogical
trainings and medical counter-measures.
Objectives
The overall objective of our study is the development of a comprehensive neurocognitive
model of reading which could serve as a theoretical frame work for assessing the development
of future reading disorders based on individual contributing factors and action-oriented
counter-measures. Additionally, we will have the opportunity to gain new insights regarding
the efficiency of neural reading networks and their underlying biological factors (IRAGScore).
Furthermore, as the participants’ age span ranges from 10 to 74 years, we will be able
to investigate important aspects of reading development over the life span.
Methods
To comprehend the complex mental activity of reading, the basic idea of the IRAGS-project
is to proceed inter-disciplinary as well as multi-methodologically and to integrate
neurogenetic, neurocognitive and behavioral components of the reading process with sociocultural
factors. In a first step, we determined individual reading phenotypes of approx. 1.500
young and old participants and set them in relation to their genotypes thus being able to
calculate an individual reading-associated genetic score (IRAGS). Using an imaging genetics
approach, we then investigated systematic correlations of reading related brain activity and
that score.
Results
- Abschluss der Erstellung, Überprüfung und Validierung des Stimulusmaterials für die UP1 und UP3
- Entwicklung zweier zusätzlichen Aufgaben, um die Subprozesse des Lesens detaillierter erfassen zu können
- Pilotierung erster behavioraler Daten zur Validierung der entwickelten Aufgaben
- Abschluss der Auswahl der psycholinguistischen Experimente für UP3 und UP1
- Fortbildung SPM-Kurs am UKE in Hamburg
- Start der Pilotisierung und Testung der UP1 (vorraussichtlich Oktober 2012)
- Start der Pilotisierung von UP3 (fMRT-Messungen Ende September 2012)
- Auswertung der Daten der Pilotierung
- Konzeption der ersten Artikel der Doktoranden (Dezember 2012)
Contact
Homepage of the project
http://www.lexi-studie.de
LEXI
„Genetic and neurocognitive factors of reading ability: Designing a biomarker as an early diagnostic tool to predict future reading proficiency of preschoolers at risk of developing dyslexia“
PublicationsThe overall aim of this project is to develop a diagnostic tool to predict future reading
disability/disorder in children which are genetically at risk of developing dyslexia. At the
same time this project provides the opportunity to gain new and important insights into the
efficiency of the neural reading networks and their underlying biological factors. Employing a
longitudinal study design and taking a multimethodical approach we will test children at risk
and those who are not - shortly before reading acquisition and two years later. This approach
will allow us to answer not only questions concerning applied aspects of dyslexia but also
fundamental questions regarding the cause(s) and/or the consequence(s) of neural activity in
dyslexic children. Reading, in our point of view, is a highly individual process involving multiple
genetic, neuronal and social factors. Therefore, a therapy can only be successful when all
these factors are taken into account. We assume, that we will be able to identify those genetic
variations that influence the development of a future reading disability/disorder and to
consequently calculate an individual reading-associated genetic score. Furthermore we
hypothesize this individual genetic score to predict neural hyper- and hypo activity in central
systems of the reading network influencing reading ability later in life. Specifically, we plan
to answer the following questions: a) will the genetic score, obtained from 6-year-olds,
predict reading ability two years later, b) will the genetic score predict the efficiency of the
central reading networks before reading onset and c) what influence does the efficiency of
these networks have on reading ability.
Objectives
Ziel des Vorhabens ist die Entwicklung eines genbasierten Diagnostikinstrumentes zur Frühbestimmung einer sich aufgrund der genetischen Ausstattung abzeichnenden zukünftigen Lesestörung. Gleichzeitig besteht die Möglichkeit neue, wichtige Erkenntnisse zur Effizienz der neuronalen Lesenetzwerke und ihrer biologischen Determinanten zu erlangen. Neben dem sehr wichtigen anwendungsbezogenen Aspekt sollen auch grundsätzliche Fragen zur Ursache bzw. Kausalität der Aktivität neuronaler Strukturen bei dyslektischen Kindern beantwortet werden. Da Lesen ein stark individuell geprägter Prozess ist, an dessen Ausführung multiple genetische, neuronale und soziale Faktoren beteiligt sind, ist eine individuelle, ursachenbezogene, frühe Diagnose entscheidend für einen erfolgreichen Therapieverlauf.
Methods
Before entering the study, potential participants are first subjected to a short screening
process. Based on these results 75 children who run the risk of developing a reading
disability/disorder and 75 children who are at no risk will be selected. In a longitudinal study,
data of these 150 children will then be collected at two points in time in an interval of
two years. At the time of the first data collection, these children are to leave kindergarten and
enter first grade, giving us the opportunity to identify possible neurocognitive and
psychophysiological factors that might be the cause for the onset of a reading
disability/disorder, but by no means the consequence of this disorder as the tests will
take part before reading aquisition. Within the first test session possible predictors of future
reading performance such as the ability to direct attention, the ability for rapid automated
naming of objects as well as brain activation patterns of reading related core processes will be
acquired by means of language-free material. Afterwards genetic factors are assessed and an
individual reading-associated genetic score will be calculated. At the end of second grade,
approximately two years after the first test session, the same 150 children will undergo
extensive diagnostics assessing their reading proficiency. These results should help to
determine which of the children at risk actually developed a reading disability/disorder.
Subsequently, by merging all collected data we should be able to infer whether the individual
reading-associated genetic score predicts or mediates reading ability as well as the efficiency
of reading related networks and whether biomarkers can be employed to predict the
predisposition of developing a reading disability/disorder at a very early age.
Contact
Staff
Dipl.-Psych. Eva Fröhlich