Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort

Jessica Becker*, Darina Czamara, Tom S. Scerri, Franck Ramus, Valéria Csépe, Joel B. Talcott, John Stein, Andrew Morris, Kerstin U. Ludwig, Per Hoffmann, Ferenc Honbolygó, Dénes Tóth, Fabien Fauchereau, Caroline Bogliotti, Stéphanie Iannuzzi, Yves Chaix, Sylviane Valdois, Catherine Billard, Florence George, Isabelle Soares-BoucaudChristophe-Loïc Gérard, Sanne van der Mark, Enrico Schulz, Anniek Vaessen, Urs Maurer, Kaisa Lohvansuu, Heikki Lyytinen, Marco Zucchelli, Daniel Brandeis, Leo Blomert, Paavo H.T. Leppänen, Jennifer Bruder, Anthony P. Monaco, Bertram Müller-Myhsok, Juha Kere, Karin Landerl, Markus M. Nöthen, Gerd Schulte-Körne, Silvia Paracchini, Myriam Peyrard-Janvid, Johannes Schumacher

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


Dyslexia is one of the most common childhood disorders with a prevalence of around 5-10% in school-age children. Although an important genetic component is known to have a role in the aetiology of dyslexia, we are far from understanding the molecular mechanisms leading to the disorder. Several candidate genes have been implicated in dyslexia, including DYX1C1, DCDC2, KIAA0319, and the MRPL19/C2ORF3 locus, each with reports of both positive and no replications. We generated a European cross-linguistic sample of school-age children-the NeuroDys cohort-that includes more than 900 individuals with dyslexia, sampled with homogenous inclusion criteria across eight European countries, and a comparable number of controls. Here, we describe association analysis of the dyslexia candidate genes/locus in the NeuroDys cohort. We performed both case-control and quantitative association analyses of single markers and haplotypes previously reported to be dyslexia-associated. Although we observed association signals in samples from single countries, we did not find any marker or haplotype that was significantly associated with either case-control status or quantitative measurements of word-reading or spelling in the meta-analysis of all eight countries combined. Like in other neurocognitive disorders, our findings underline the need for larger sample sizes to validate possibly weak genetic effects. © 2014 Macmillan Publishers Limited All rights reserved.

Original languageEnglish
Pages (from-to)675-680
Number of pages6
JournalEuropean Journal of Human Genetics
Issue number5
Early online date11 Sept 2013
Publication statusPublished - 1 May 2014

Bibliographical note

© 2013, Publisher / the Author(s). This work is made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at /


  • association study
  • candidate genes
  • dyslexia
  • spelling
  • word-reading


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