Biology subjects

Gruen, J. R.

Publications and source records attributed to Gruen, J. R..

7 recordsLinked to original sources

bioRxiv2022

Dyslexia associated gene, KIAA0319, regulates cell cycle during human neuroepithelium development

Reading Disability (RD), also known as dyslexia, is defined as difficulty processing written language in individuals with normal intellectual capacity and educational opportunity. The prevalence of RD is between 5% and 17%, and the heritability ranges from 44% to 75%. Genetic linkage analysis and genome-wide association studies (GWAS) have identified several genes and regulatory elements linked to RD and reading ability. However, their functions and molecular mechanisms are not well understood. Prominent among these is KIAA0319, encoded in the DYX2 locus of human chromosome 6p22. Association of KIAA0319 has been independently replicated in multiple independent studies and languages. Rodent models suggest that KIAA0319 is involved in neuronal migration, but its precise function is unknown. This studies aim to determine the mechanisms by which KIAA0319 affects reading and language performance. We hypothesize that KIAA0319 plays a critical role in neuronal development. RT-qPCR and quantitative immunofluorescence in the cortical neurons differentiated from H7 hESC show regulatory effects on proliferation and differentiation of neuronal progenitor cells. Knockdown of KIAA0319 expression promotes early exit from the neuroepithelial cell stage and drives cells into cell cycle arrested neuronal progenitor cell stage. This suggests that KIAA0319 act by regulating neurogenesis in the reading related centers of the brain by targeting the cell cycle of proliferative cells. This demonstrates how subtle changes in expression could affect an isolated trait such as reading without global brain effects.

developmental biology↗

bioRxiv2021

Genome Wide Association Study in the New Haven Lexinome Project Identifies GARRE1 as a Novel Gene for Reading Performance

Despite high prevalence and high heritability, few candidate genes have been identified for reading disability. To identify novel genetic variants we performed a genome-wide association study (GWAS) using high-depth whole genome sequencing and predicated on reading performance in 407 subjects enrolled in a longitudinal study of response-to-intervention, called the New Haven Lexinome Project. The primary GWAS identified a single peak of 31 SNPs on chromosome 19 that achieved the threshold for genome-wide significance (rs2599553 P=3.13x10-8) located over an expression quantitative trait locus (eQTL) for GARRE1 (Granule Associated Rac And RHOG Effector 1). Little is known about the function of GARRE1, except that it is highly and developmentally expressed in human cerebellum relative to cortex. Local ancestry regression showed the strongest association for the lead variant in African or Admixed American populations, who have been under-represented in previous genetic studies of reading. We replicated our chromosome 19 results in the Genes, Reading, and Dyslexia (GRaD) cohort and found a moderating effect of age with implications for the consideration of developmental effects in the design of future analyses. Growth curve modeling demonstrated that minor alleles of the lead SNP are related to reading longitudinally from Grade 1 to Grade 5, and that children with at least 1 minor allele of rs2599553 persistently underperformed relative to their peers by 0.33 to 0.5 standard deviations on standardized assessments of non-word decoding and reading fluency. Significance StatementTo the best of our knowledge, this work represents the only GWAS predicated on longitudinal reading performance data. Starting with initial discovery, we replicate our association in a second cohort, address common causes of type I error, localize the signal to a single gene, implicate a region of the brain most likely to be affected by variation in our candidate, show a gene-by-age effect with implications for study design in this field, and demonstrate that minor alleles of our lead SNP are associated with significant and persistent clinical effects on reading development in children.

genetics↗

bioRxiv2020

Sex-specific Associations Between Traumatic Experiences and Resting-state Functional Connectivity in the Philadelphia Neurodevelopmental Cohort

BackgroundTraumatic experiences during childhood or adolescence are a significant risk factor for multiple psychiatric disorders and adversely affect cognitive functions. Resting-state functional magnetic resonance imaging has been used to investigate the effects of traumatic experiences on functional connectivity, but the impact of sex differences has not been well documented. This study investigated sex-specific associations between resting-state functional connectivity and traumatic experiences in typically developing youth. MethodsThe sample comprised 1395 participants, ages 8 to 21 years, from the Philadelphia Neurodevelopmental Cohort. Resting-state functional connectivity was characterized by voxel-wise intrinsic connectivity distribution parameter values derived from resting-state functional magnetic resonance imaging. Traumatic experiences were assessed based on a structured psychiatric evaluation. Sex, the number of traumatic events, and their interaction were regressed onto voxel-wise intrinsic connectivity distribution parameter values. Brain regions that passed cluster correction were used as seeds to define resting-state networks. ResultsAfter quality control, the final sample included 914 participants (mean (SD) age, 14.6 (3.3) years; 529 (57.8%) females; 437 (47.8%) experienced at least one kind of traumatic event). Four discrete anatomical clusters showed decreased functional connectivity as the number of traumatic events increased. The resting-state networks defined by using these four clusters as seeds corresponded with the somatomotor network. Sex-specific associations were identified in another four clusters for which males showed increased connectivity, and females showed decreased connectivity as the number of traumatic events increased. The resting-state networks defined by the four sex-specific clusters corresponded with the default mode network. ConclusionsTraumatic experiences are associated with an alteration of resting-state functional connectivity in the somatomotor network in youth without psychiatric diagnoses. The associations differ in direction between males and females in the default mode network, suggesting sex-specific responses to early exposure to trauma.

neuroscience↗

bioRxiv2019

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

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 1,432 Hispanic 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.

genetics↗

bioRxiv2018

Dual language experience enhances neural activation variability during an fMRI reading and language task

Previous work has shown that experience speaking more than one language in childhood is associated with decreased intra-individual neural variability in electrophysiological responses during a low-level speech perception task. However, no study has yet evaluated the impact of dual language experience on variability in fMRI responses during a higher-level spoken and written language processing task. In the current study, we calculated trial-by-trial variability in neural activation during an fMRI task that involved deciding whether spoken or printed English words matched pictures of items. We compared trial-by-trial neural activation variability between two groups of 8-15 year-old children: a group of dual language learners (N = 24; 11 female) who were Spanish-dominant and acquiring English, and a group of monolingual learners who were English-dominant (N = 17; 9 female). We found that when controlling for a variety of language, general cognitive, and demographic measures, neural activation variability for printed words was greater in the dual language learners compared to the monolingual learners in the right middle frontal gyrus, a brain region previously associated with attentional control. This finding highlights how neural variability offers a window of opportunity to examine experience-dependent mechanisms during human development, and motivates future research on bilingual language processing.

neuroscience↗

bioRxiv2017

Multivariate genome-wide association study of rapid automatized naming and rapid alternating stimulus in Hispanic and African American youth.

Reading disability is a complex neurodevelopmental disorder that is characterized by difficulties in reading despite educational opportunity and normal intelligence. Performance on rapid automatized naming (RAN) and rapid alternating stimulus (RAS) tests gives a reliable predictor of reading outcome. These tasks involve the integration of different neural and cognitive processes required in a mature reading brain. Most studies examining the genetic factors that contribute to RAN and RAS performance have focused on pedigree-based analyses in samples of European descent, with limited representation of groups with Hispanic or African ancestry. In the present study, we conducted a multivariate genome-wide association analysis to identify shared genetic factors that contribute to performance across RAN Objects, RAN Letters, and RAS Letters/Numbers in a sample of Hispanic and African American youth (n=1,331). We then tested whether these factors also contribute to variance in reading fluency and word reading. Genome-wide significant, pleiotropic, effects across RAN Objects, RAN Letters, and RAS Letters/Numbers were observed for SNPs located on chromosome 10q23.31 (rs1555839, multivariate association, p=2.23 x 10-8), which also showed significant association with reading fluency and word reading performance (p <0.001). Bioinformatic analysis of this region using epigenetic data from the NIH Roadmap Epigenomics Mapping Consortium indicates active transcription of the gene RNLS in the brain. Neuroimaging genetic analysis of fourteen cortical regions in an independent sample of typically developing children across multiple ethnicities (n=690) showed that rs1555839 was associated with variation in volume of the right inferior parietal cortex--a region of the brain that processes numerical information and has been implicated in reading disability. This study provides support for a novel locus on chromosome 10q23.31 associated with RAN, RAS, and reading-related performance.\n\nAUTHOR SUMMARYReading disability has a strong genetic component that is explained by multiple genes and genetic factors. The complex genetic architecture along with diverse cognitive impairments associated with reading disability, poses challenges in identifying novel genes and variants that confer risk. One method to begin parsing genetic and neurobiological mechanisms that contribute to reading disability is to take advantage of the high correlation among reading-related cognitive traits like rapid automatized naming (RAN) and rapid alternating stimulus (RAS) to identify shared genetic factors that contribute to common biological mechanisms. In the present study, we used a multivariate genome-wide analysis approach that identified a region of chromosome 10q23.31 associated with variation in RAN Objects, RAN Letters, and RAS Letters/Numbers performance in a sample of 1,331 Hispanic and African American youth in the Genes, Reading, and Dyslexia (GRaD) Study. Genetic variants in this region were also associated with reading fluency in GRaD, and differences in brain structures implicated in reading disability in a separate sample of 690 children. The gene, RNLS, is located within the implicated region of chromosome 10q23.31 and plays a role in breaking down a class of chemical messengers known to affect attention, learning, and memory in the brain. These findings provide a basis to inform our understanding of the biological basis of reading disability.

genetics↗

bioRxiv2017

Cortical area and subcortical volume mediate the effect of parental education and adverse experiences on cognitive performance in youth

Early adversity and socioeconomic disadvantage are risk factors associated with diminished cognitive outcomes during development. Recent studies also provide evidence that upbringings characterized by stressful experiences and markers of disadvantage during childhood, such as lower parental education or household income, are associated with variation in brain structure. Although disadvantage often confers adversity, these are distinct risk factors whose differential influences on neurodevelopment and neurocognitive outcomes are not well characterized. We examined pathways linking parental education, adverse experiences, brain structure, and cognitive performances through an analysis of 1,413 typically-developing youth, ages 8 through 21, in the Philadelphia Neurodevelopmental Cohort. Parental education and adverse experiences had unique associations with cortical surface area and subcortical volume as well as cognitive performance across several domains. Associations between parental education and several cognitive tasks were explained, in part, by variation in cortical surface area. In contrast, associations between adversity and cognitive tasks were explained primarily by variation in subcortical volume. A composite neurodevelopmental factor derived from principal component analysis of cortical thickness, cortical surface area, and subcortical volume mediated independent associations between both parental education and adverse experiences with reading, geometric reasoning, verbal reasoning, attention, and emotional differentiation tasks. Our analysis provides novel evidence that socioeconomic disadvantage and adversity influence neurodevelopmental pathways associated with cognitive outcomes through independent mechanisms.

developmental biology↗