Periodic Reporting for period 1 - Reading BIG (Brain Imaging Genetics of reading)
Berichtszeitraum: 2022-09-01 bis 2024-08-31
Notwithstanding that it is a learned cultural trait, the ability to read and write is an instantiation of specific neurobiological and cognitive systems that are in place in the human species. The main goal of this project was to utilize a brain-oriented approach to elucidate the mechanisms from genes to reading behaviour and to spur new directions in reading research. Better understanding the sources that lead to variability in reading ability can impact knowledge-based policies in the long term, to achieve global goals such as UN’s Sustainable Development Goal #4: ‘Quality Education’, which aims to ensure inclusive and equitable quality education for all.
The specific objectives of the project were (1) to identify stable and reliable brain markers of reading, (2) to characterize the genetic basis of these markers, and (3) to explore the interplay between genetic, brain, and environmental factors that impact reading.
To this end, in-house and public datasets were organized and analyzed to identify brain markers associated with reading skills. Harmonization efforts with the in-house dataset resulted in a large, shareable resource for future research. We identified stable cortical regions associated with reading using publicly available datasets. Genetic analyses on those cortical areas and other subcortical structures further contributed to refining the understanding of genetic architecture supporting reading abilities. Cerebellar lobules’ genetic architecture and their relationship for cognitive functions were also examined, highlighting potentially interesting genetic cortico-cerebellar correlations.
Dissemination of results from the project was done aiming to reach the widest possible audience, from the scientific community to stakeholders directly impacted by reading research. This included conference presentations, scientific publications, and public outreach activities, including educational events for stakeholders such as dyslexia associations.
Overall, this body of work addresses the research questions and provides a foundation for genetics studies of the ready-to-read brain.
To this end, in-house and public datasets were organized and analyzed to identify brain markers associated with reading skills. Harmonization efforts with the in-house dataset resulted in a large, shareable resource for future research. We identified stable cortical regions associated with reading using publicly available datasets. Genetic analyses on those cortical areas and other subcortical structures further contributed to refining the understanding of genetic architecture supporting reading abilities. Cerebellar lobules’ genetic architecture and their relationship for cognitive functions were also examined, highlighting potentially interesting genetic cortico-cerebellar correlations.
Dissemination of results from the project was done aiming to reach the widest possible audience, from the scientific community to stakeholders directly impacted by reading research. This included conference presentations, scientific publications, and public outreach activities, including educational events for stakeholders such as dyslexia associations.
Overall, this body of work addresses the research questions and provides a foundation for genetics studies of the ready-to-read brain.
This project has laid the groundwork for future advancements in neurogenetic research on reading. It has resulted in a harmonized dataset for examining language-related neurobiological markers (including reading). Genetic analyses expanded beyond commonly studied cortical regions to include subcortical areas, adding new layers of insight into brain structures related to reading. The findings add to our understanding of factors influencing variability underlying reading (dis)abilities, at multiple levels of description: genetic, brain correlates, cognitive factors and environment. At the societal level, this knowledge can improve literacy outcomes and educational equity, while scientifically, it offers a robust dataset for ongoing studies in the reading and language domains.