title: Commingling and segregation analysis of reading performance in families of normal reading probands.
abstract: This paper reports the results of commingling and genetic segregation analyses performed on a quantitative reading phenotype in 125 families ascertained through normal, nondisabled readers. Commingling analysis using SKUMIX suggested that the reading phenotype best fit a skewed, single distribution model. Complex segregation using POINTER was then performed on the power adjusted data. While there were some analytical ambiguities and complexities, the segregation analysis indicated that there was familial transmission of the phenotype and that a significant percentage of the variance in this phenotype could be attributed to a major gene with dominance. Because the estimated frequency of the putative dominant allele is .35, 57% of the population would carry at least one copy of this allele. This common allele, with low penetrance, accounted for 54% of the phenotypic variance in reading scores. These findings are considered in the context of our earlier report of major gene influence ona qualitative dyslexic phenotype in a sample of 133 dyslexic proband families that were originally matched to the present sample of control families (Pennington et al., 1991). The applicability of a classic single gene, multifactorial-polygenic, and oligogenic or QTL models for reading ability/disability is discussed.
authors.affiliation: University of Kansas, Dept. of Speech-Language-Hearing Sciences and Disorders, Lawrence 66044.
authors.forename: J W
authors.initials: JW
authors.lastname: Gilger
authors.forename: I B
authors.initials: IB
authors.lastname: Borecki
authors.forename: J C
authors.initials: JC
authors.lastname: DeFries
authors.forename: B F
authors.initials: BF
authors.lastname: Pennington
mesh_terms: D002648:Child; D003120:Colorado; D004410:Dyslexia / Q000235:genetics; D005260:Female; D005799:Genes, Dominant; D006801:Humans; D008297:Male; D008957:Models, Genetic; D010641:Phenotype; D011932:Reading; D012016:Reference Values