The Science of Reading

13 PART VI: Biological and Social Correlates of Reading CHAPTER TWENTY TWO: The Genetics of Dyslexia Dyslexia Is a Complex Phenotype Reading Abilities are Highly Heritable Searching for “Dyslexia Genes” From Genes to Function: Neuronal Migration and Cilia The GWAS Era GWAS for Dyslexia and Reading Abilities Rare Variants Polygenic Risk Scores Conclusions Acknowledgments References CHAPTER TWENTY THREE: Genetic and Environmental Influences on Learning to Read Overview of Behavior Genetic Methods Genetic and Environmental Influences on Reading Reading (Dis)ability Multivariate Analyses Developmental Studies Specific Environments and Gene‐Environment Interplay Conclusion and Future Directions References CHAPTER TWENTY FOUR: The Neurobiology of Literacy The Methods of Modern Neuroscience The Neural Circuitry of Skilled Reading Development of the Brain’s Reading Circuitry Neurobiological Differences in Developmental Dyslexia Conclusions References

14 Glossary

15 Index

16 End User License Agreement

1 Chapter 1 Table 1.1 Properties and functions of phonology during word identification... Table 1.2 Examples of adaptations of writing systems to language features

2 Chapter 2 Table 2.1 Regularity versus Consistency: What’s the Difference?

3 Chapter 4 Table 4.1 Findings indicating that silent reading is affected by phonology...

4 Chapter 11Table 11.1 Timeline of the study of discourse comprehension

5 Chapter 15Table 15.1 A sample of phonemes in IPA transcription and their correspondin...

6 Chapter 16Table 16.1 Samples of different measures used to measure different skills i...

7 Chapter 17Table 17.1 Akshara from three frequency bands based on cumulative frequenci...

8 Chapter 19Table 19.1 Percentage of poor readers whose reading comprehension is discre...

9 Chapter 22Table 22.1 Common and rare genetic variants.Table 22.2 GWAs for Dyslexia

1 Chapter 1 Figure 1.1 The Reading Systems Frameworkconsisting of word‐identificatio... Figure 1.2 The word‐identification system of the Reading Systems Framework. ... Figure 1.3 The comprehension system of the Reading Systems Framework.

2 Chapter 2 Figure 2.1 Theory development and evaluation using computational models. The...

3 Chapter 3 Figure 3.1 Orthographic processing as the central interface of the reading p... Figure 3.2 Adaptation of Riesenhuber and Poggio’s (1999) model of object ide... Figure 3.3 Serial position function for letter‐in‐string visibility with cen... Figure 3.4 Illustration of Grainger and van Heuven’s (2004) model of orthogr...

4 Chapter 4 Figure 4.1 Masked priming paradigm. A prime is presented briefly between a f... Figure 4.2 The DRC model of visual word namingincludes separate routes f... Figure 4.3 The CDP+ model of visual word namingThe route for addressed p... Figure 4.4 The Triangle modelshowing full interactions between three typ... Figure 4.5 Brain areas involved in the activation of addressed and assembled... Figure 4.6 Brain regions involved in language processing, illustrating the d...

5 Chapter 5 Figure 5.1 Dual pathway model of reading. Figure 5.2 Theory of morphological decomposition based on classical localist... Figure 5.3 A theory of morphological processing based on a distributed‐conne...

6 Chapter 8Figure 8.1 Writing progression in an individual child, age 3–4 years.

7 Chapter 9Figure 9.1 Vector plot of word and nonword reading from a random subsample o...

8 Chapter 11Figure 11.1 Schematic framework for the Comprehensive Model of Discourse Com...

9 Chapter 13Figure 13.1 Examples of models to investigate the development of reading com...Figure 13.2 Potential additional predictors of reading comprehension beyond ...

10 Chapter 15Figure 15.1 Examples of direct cross‐language comparisons of system‐wide est...Figure 15.2 Top panel: The general Triple Foundation Model, where the key pr...Figure 15.3 Patterns of the growth of silent‐word reading efficiency from mi...

11 Chapter 17Figure 17.1 / ja / for / jahaaz / (ship); example of singleton akshara and aksha...

12 Chapter 18Figure 18.1 (a) Lesions to the posterior portion of the left fusiform gyrus ...Figure 18.2 Mean performance of 14 semantic dementia patients, grouped by se...

13 Chapter 19Figure 19.1 Scatterplot of listening comprehension and reading comprehension...Figure 19.2 The effects of measurement error on scores near a cut point. The...

14 Chapter 20Figure 20.1 Models of the comorbidity between two multifactorial disorders (...

15 Chapter 21Figure 21.1 The language basis of reading within a simple view framework No ...

16 Chapter 22Figure 22.1 Timeline of dyslexia genetic research. Different research areas ...Figure 22.2 GWAS models. The graphs show how a particular SNP (A/C alleles) ...Figure 22.3 Polygenic Risk Score visualization. The genetic profiles at 100 ...

17 Chapter 23Figure 23.1 Simplified representation of the classical twin model. r MZ=monoz...Figure 23.2 Simplified representation of a multivariate twin model, here rep...

18 Chapter 24Figure 24.1 Studying the brain’s reading circuitry with fMRI (a, b, c) Schem...Figure 24.2 The brain’s reading circuitry(a) The right hemisphere opt...Figure 24.3 The visual word form area develops with reading expertise (a) Vi...Figure 24.4 Print‐speech convergence and reading development Much of the bra...

1 Cover Page

2 Series Page Wiley Blackwell Handbooks of Developmental Psychology This outstanding series of handbooks provides a cutting‐edge overview of classic research, current research, and future trends in developmental psychology. Each handbook draws together 25–50 newly commissioned chapters to provide a comprehensive overview of a sub‐discipline of developmental psychology. The international team of contributors to each handbook has been specially chosen for its expertise and knowledge of each field. Each handbook is introduced and contextualized by leading figures in the field, lending coherence and authority to each volume. The Wiley Blackwell Handbooks of Developmental Psychology will provide an invaluable overview for advanced students of developmental psychology and for researchers as an authoritative definition of their chosen field. Published Blackwell Handbook of Adolescence Edited by Gerald R. Adams and Michael D. Berzonsky Blackwell Handbook of Early Childhood Development Edited by Kathleen McCartney and Deborah A. Phillips Blackwell Handbook of Language Development Edited by Erika Hoff and Marilyn Shatz The Wiley Blackwell Handbook of Childhood Cognitive Development, 2nd edition Edited by Usha Goswami The Wiley Blackwell Handbook of Adulthood and Aging Edited by Susan Krauss Whitbourne and Martin Sliwinski The Wiley Blackwell Handbook of Infant Development, 2nd Edition Edited by Gavin Bremner and Theodore D. Wachs The Wiley Handbook of Developmental Psychology in Practice: Implementation and Impact Edited by Kevin Durkin and H. Rudolph Schaffer The Wiley Handbook of Group Processes in Children and Adolescents Edited by Adam Rutland, Drew Nesdale and Christia Spears Brown The Wiley Handbook of Early Childhood Development Programs, Practices, and Policies Edited by Elizabeth Votruba‐Drzal and Eric Dearing The Wiley Blackwell Handbook of Childhood Social Development, 3rd Edition Edited by Peter K. Smith and Craig H. Hart The Science of Reading: A Handbook, 2nd Edition Edited by Margaret J. Snowling, Charles Hulme, and Kate Nation

3 Title Page The Science of Reading : A Handbook Second Edition Edited by Margaret J. Snowling, Charles Hulme, and Kate Nation

4 Copyright Page