Back to Africa: Tracing Dyslexia Genes in East Africa |
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| Authors: | Elena L Grigorenko Adam Naples Joseph Chang Christina Romano Damaris Ngorosho Selemani Kungulilo Matthew Jukes Donald Bundy |
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| Institution: | (1) Child Study Center, Yale University Medical School, New Haven, CT, USA;(2) Yale University PACE Center, New Haven, CT, USA;(3) Department of Psychology, Moscow State University, Moscow, Russia;(4) Department of Statistics, Yale University, New Haven, CT, USA;(5) The Agency for the Development of Educational Management, Bagamoyo, Tanzania;(6) Muhimbili University College of Health Sciences, Dar-es-Salaam, Tanzania;(7) Department of Infectious Disease Epidemiology, Imperial College, Partnership for Child Development, London, UK;(8) Institute of Education, School of Lifelong Education and International Development, University of London, London, UK;(9) School Health and Nutrition, World Bank, Washington, DC, USA;(10) Child Study Center, Yale University Medical School, 203 South Frontage Road, New Haven, CT 06510, USA;(11) Child Study Center, Yale University Medical School, 203 South Frontage Road, New Haven, CT 06510, USA |
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| Abstract: | A sample of Swahili-speaking probands with reading difficulties was identified from a large representative sample of 1,500
school children in the rural areas of Tanzania. Families of these probands (n = 88) were invited to participate in the study. The proband and his/her siblings received a battery of reading-related tasks
and performance on these tasks was recorded and treated as phenotypic data. Molecular-genetic analyses were carried out with
47 highly polymorphic markers spanning three previously identified regions of interest harboring susceptibility loci for reading
difficulties: 2p, 6p, and 15q (DYX1–DYX3). The analyses revealed the involvement of these regions in the development of reading
difficulties in Swahili. The linkage signals are especially pronounced for time (compared with error) indicators of reading
difficulties. These findings are easily interpretable because in transparent languages such as Swahili deficits in reading
are more related to the rate/speed of reading and reading-related processes than to the number of errors made. In short, the
study incrementally advances the field by adding an understudied language and an understudied population to the variety of
languages and populations in the field of molecular-genetic studies of reading difficulties. |
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| Keywords: | Candidate genes Dyslexia Linkage analyses Regional mapping Swahili |
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