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Genes 2014, 5(2), 285-309; doi:10.3390/genes5020285

Reading and Language Disorders: The Importance of Both Quantity and Quality

Wellcome Trust Centre for Human Genetics, University of Oxford, Oxford OX3 7BN, UK
Tufts University, Ballou Hall, Medford, MA 02155, USA
School of Medicine, University of St. Andrews, St. Andrews, KY16 9TF, UK
Author to whom correspondence should be addressed.
Received: 2 December 2013 / Revised: 11 March 2014 / Accepted: 12 March 2014 / Published: 4 April 2014
(This article belongs to the Special Issue Grand Celebration: 10th Anniversary of the Human Genome Project)
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Reading and language disorders are common childhood conditions that often co-occur with each other and with other neurodevelopmental impairments. There is strong evidence that disorders, such as dyslexia and Specific Language Impairment (SLI), have a genetic basis, but we expect the contributing genetic factors to be complex in nature. To date, only a few genes have been implicated in these traits. Their functional characterization has provided novel insight into the biology of neurodevelopmental disorders. However, the lack of biological markers and clear diagnostic criteria have prevented the collection of the large sample sizes required for well-powered genome-wide screens. One of the main challenges of the field will be to combine careful clinical assessment with high throughput genetic technologies within multidisciplinary collaborations.
Keywords: Specific Language Impairment (SLI); dyslexia; genetics Specific Language Impairment (SLI); dyslexia; genetics
This is an open access article distributed under the Creative Commons Attribution License (CC BY 3.0).

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Newbury, D.F.; Monaco, A.P.; Paracchini, S. Reading and Language Disorders: The Importance of Both Quantity and Quality. Genes 2014, 5, 285-309.

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