Michael Skeide|Indra Kraft|Bent Müller|Gesa Schaadt|Nicole E. Neef|Jens Bräuer|Arndt Wilcke|Holger Kirsten|Johannes Boltze|Angela D. Friederici
<i>NRSN1</i>associated grey matter volume of the visual word form area reveals dyslexia before school
Max Planck Institute for Human Cognitive and Brain Sciences|Max Planck Institute for Human Cognitive and Brain Sciences|Fraunhofer Institute for Cell Therapy and Immunology|Max Planck Institute for Human Cognitive and Brain Sciences|Humboldt-Universität zu Berlin|Max Planck Institute for Human Cognitive and Brain Sciences|Max Planck Institute for Human Cognitive and Brain Sciences|Fraunhofer Institute for Cell Therapy and Immunology|Leipzig University|Fraunhofer Institute for Cell Therapy and Immunology|Fraunhofer Institute for Cell Therapy and Immunology|Fraunhofer Research Institution for Individualized and Cell-Based Medical Engineering|University of Lübeck|Max Planck Institute for Human Cognitive and Brain Sciences
literacy learning depends flexibility human brain reconfigure response environmental influences time literacy disorders literacy acquisition heritable thus degree genetically predetermined used multivariate nonparametric genetic model relate literacyassociated genetic variants grey white matter volumes derived voxelbased morphometry cohort 141 children subsequently sample 34 children attending grades 4 8 another sample 20 children longitudinally followed kindergarten first grade classified dyslexics controls using linear binary support vector machines nrsn1associated grey matter volume visual word form area achieved classification accuracy 73 literacyexperienced students distinguished later dyslexic individuals controls accuracy 75 kindergarten age findings suggest cortical plasticity region vital literacy might genetically modulated thereby potentially preconstraining literacy outcome accordingly results could pave way identifying treating common learning disorder manifests school