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Shared storybook reading with children at family risk of dyslexia
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Shared storybook reading with children at family risk of dyslexia
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In: J Res Read (2021)
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Polygenic scores and risk prediction for delay (Dale et al., 2020) ...
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Polygenic scores and risk prediction for delay (Dale et al., 2020) ...
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Does the Inclusion of a Genome-Wide Polygenic Score Improve Early Risk Prediction for Later Language and Literacy Delay?
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Abstract:
Purpose The ability to identify children early in development who are at substantial risk for language/literacy difficulties would have great benefit both for the children and for the educational and therapeutic institutions that serve them. Information that is relatively easily available prior to the age of 3 years, such as late talking, family history of language/literacy difficulties, and socioeconomic status, have some but very limited predictive power. Here, we examine whether the inclusion of a DNA-based genome-wide polygenic score that has been shown to capture children's genetic propensity for educational attainment (EA3) adds enough prediction to yield a clinically useful score. Method Data are longitudinal scores of 1,420 children from the Twins Early Development Study, who were assessed at ages 2 and 3 years on language and nonverbal ability and at 12 years of age on oral language, word decoding, and reading comprehension. Five risk factors were examined: expressive vocabulary, nonverbal ability (these two from parent report), family history, mothers' education, and EA3. Analyses were conducted both for continuous and categorically defined measures of risk and outcome. Results Language and literacy abilities at 12 years of age were significantly but modestly predicted by the risk factors, with a small but significant added prediction from EA3. Indices of diagnostic validity for poor outcomes, such as sensitivity and area under the curve statistics, were poor in all cases. Conclusions We conclude that, at present, clinically useful prediction from toddlerhood remains an unattained goal. Supplemental Material https://doi.org/10.23641/asha.12170331.
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URL: https://eprints.whiterose.ac.uk/161112/ https://eprints.whiterose.ac.uk/161112/1/Polygenic_prediction_of_language_and_literacy_outcomes_Final_author_version.docx https://doi.org/10.1044/2020_JSLHR-19-00161
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Does the Inclusion of a Genome-Wide Polygenic Score Improve Early Risk Prediction for Later Language and Literacy Delay?
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In: J Speech Lang Hear Res (2020)
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Dyslexia and Developmental Language Disorder : comorbid disorders with distinct effects on reading comprehension
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Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder
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Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension
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In: J Child Psychol Psychiatry (2019)
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Developmental Outcomes for Children at High Risk of Dyslexia and Children with Developmental Language Disorder
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Grammar Clinical Marker Yields Substantial Heritability for Language Impairments in 16-Year-Old Twins
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The genetic architecture of oral language, reading fluency, and reading comprehension : A twin study from 7 to 16 years
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The Genetic Architecture of Oral Language, Reading Fluency, and Reading Comprehension: A Twin Study From 7 to 16 Years
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Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes
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Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes
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Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes
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Copy Number Variation Screen Identifies a Rare De Novo Deletion at Chromosome 15q13.1-13.3 in a Child with Language Impairment
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Copy number variation screen identifies a rare de novo deletion at chromosome 15q13.1-13.3 in a child with language impairment
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Why does parental language input style predict child language development? A twin study of gene–environment correlation
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