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At least 163 records · Page 9Linked to original sources

Structural variant discovery and diagnostic impact in rare diseases from short-read and long-read sequencing.

Rare diseases collectively affect 1 in 10 individuals, yet current genetic testing fails to identify a causal variant for most cases. At present, cytogenetic methods and/or sequencing approaches such as exome (ES) or short-read genome sequencing (srGS) represent the state-of-the-art for comprehensive clinical discovery of sequence and structural variants (SVs), including copy number variants, balanced SVs, complex SVs, and tandem repeats (TRs). Recently, long-read genome sequencing (lrGS), coupled with multiomics data, has presented great promise to resolve variation in genomic regions recalcitrant to characterization by srGS such as highly repetitive simple repeat sequences and segmental duplications. However, there are few guidelines to enable clinical interpretation of genetic variation in these highly repetitive genomic regions, and the enthusiasm of the field in adopting lrGS has made it difficult to assess the true added diagnostic yield of this technology due to widely variable and inconsistently applied analytic pipelines and variable degrees of pre-screening by ES or srGS. Here, we investigated the contribution of SVs to rare diseases using srGS as a front-line strategy when paired with highly sensitive SV discovery and evaluate the added diagnostic yield of incorporating lrGS for a subset of cases. Our srGS analysis encompassed 1,462 families (3,450 individuals) recruited through the Broad Institute Center for Mendelian Genetics and the Genomics Research to Elucidate the Genetics of Rare Diseases (GREGoR) programs. Diagnostic SVs were identified in 5.4% of cases (79/1,462), of which 80% were uniquely detectable by srGS compared to standard cytogenetic techniques. For 96 families (including 10 families with a heterozygous variant observed in a known recessive gene of clinical relevance), we performed lrGS with methylation profiling, as well as long-read transcriptomic analyses in a subset of 20 trios. Analyses with lrGS yielded over 25,000 SVs per genome, 63% of which were not captured by srGS, along with an additional ~200 rare SNV/indels per genome not previously captured and 12 differentially methylated regions per genome. Among these, we identified only one diagnostic variant not interpreted by srGS, an apparently mosaic de novo SNV in CASK that was absent in the srGS callset due to allelic imbalance. No new diagnoses were supported by long-read transcriptomics or episignatures. In this well characterized rare disease cohort, the added diagnostic yield was thus 1.04% (1/96 families). Following a systematic literature review of prior lrGS studies, we find that most reported diagnoses were detectable by srGS and that our added diagnostic yield is consistent with those prior studies. These studies emphasize the significant impact of comprehensive SV discovery in rare disease cases and further demonstrate the power for increased discovery of novel genomic variation and episignatures from lrGS. Nonetheless, they also serve to temper expectations of dramatic diagnostic advances in rare disease patients until there is more extensive annotation of the functional and clinical impact of all coding and noncoding variation uniquely accessible to lrGS with extensive reference databases spanning highly repetitive genomic sequencing that could be enabled by this transformative technology.

Journal Article↗

Home ambulatory blood pressure readings do not differ from clinic readings taken at the same time of day.

In most hypertensives clinic blood pressure (BP) is variably higher than home BP, but the underlying mechanisms are uncertain. We investigated whether the 24-hour ambulatory home BP profile as well as the office-home BP discrepancy could vary with the time of day of application of the recording system (from 08.00 h to 19.00 h) in 135 untreated hypertensives who underwent non-invasive home BP monitoring (ICR 5200). Neither systolic nor diastolic 24-hour home BP (average of daily readings, area-under-the-curve) varied significantly with the time of day of application of the system. Clinic BP was about 12% higher than 24-hour home BP in the whole population, mean values being 161.4/102.9 mmHg (office BP) vs 141.2/90.8 mmHg (average 24-hour home readings), as well as in each of the subcohorts based on the time of day of application of the system (all P less than 0.01). However, in none of the subcohorts were there any statistically significant differences between clinic BP and home BP readings taken at the same time of day as the clinic readings. No correlation was found between clinic heart rate and clinic-home discrepancy. We conclude that in essential hypertension 24-hr non-invasive ambulatory BP monitoring can begin indifferently from 08.00 h to 19.00 h with no expected influence of time of application on results and that clinic BP is not dissimilar from home BP at the same time of day.

Adult↗

The role of reading activity on the modulation of motor cortical outputs to the reading hand in Braille readers.

We studied the cortical motor output maps of the first dorsal interosseous (FDI) of both hands and the abductor digiti minimi of the reading hand in 6 blind proficient Braille readers. The maps were generated using transcranial magnetic stimulation. We compared the maps obtained on a day in which they worked as Braille proofreaders (reading Braille for approximately 6 hours) with the maps obtained on a day they took off from work. On the work day, the maps for the FDI of the reading hand were significantly larger after the working shift than in the morning after having been off work for 2 days. These changes were not seen for the same muscle on the day off work or on any of the 2 days in the other two muscles studied. These results illustrate the rapid modulation in motor cortical outputs in relation to preceding activity and emphasize the importance of precise timing in studies of the neurophysiological correlates of skill acquisition.

Adult↗

RNA editing of a conserved reading frame in plant mitochondria increases its similarity to two overlapping reading frames in Escherichia coli.

An open reading frame (orfx) in mitochondria of the higher plants Oenothera berteriana and Arabidopsis thaliana is homologous to orf244 in the mitochondrial genome of Marchantia polymorpha. Homologous sequences are also present in carrot, potato and sugar beet. Profile analysis revealed similarity to two overlapping reading frames in the Escherichia coli genome. Potential translation initiation at conserved ATA (isoleucine) and TTG (leucine) codons is discussed. Transcripts of the open reading frame are altered by RNA editing in Arabidopsis and Oenothera downstream of these codons, suggesting this to be the functionally important region.

Amino Acid Sequence↗

Training reading fluency in dysfluent readers with high reading accuracy: word specific effects but low transfer to untrained words.

The outcome of a training study attempting to increase German speaking poor readers' reading fluency is reported. The aim of the training was to help children establish orthographic representations for a limited set of training words as well as for high-frequency onset clusters. A sample of 20 dysfluent readers (8-11 years) received a computerized training of repeated reading of a limited set of 32 training words over a period of up to 25 days. Each day training words were presented up to six times with a special emphasis on the onset segment. Post-tests were carried out one and five weeks after the last training day. A considerable decrease in reading times could be achieved for the trained words that remained stable for both post-tests, however, even for the limited set of training words a remarkable amount of repetitions did not lead to age adequate word recognition speed. Generalization to untrained words starting with a trained onset cluster (transfer words) was statistically reliable but small.

Child↗

Effects of delayed versus immediate attention to oral reading errors on the reading proficiency of mentally retarded children.

The impact of two variations of teacher attention to oral reading errors and a no-treatment control condition were compared in an alternating treatments design. For four moderately mentally retarded children, each uncorrected oral reading error was followed by: (a) immediate teacher attention, with the teacher correcting the error word as soon as it occurred, (b) delayed teacher attention, with the teacher correcting the error word at the end of the sentence in which it occurred or within 10 to 15 seconds if the subject paused following an error, or (c) no teacher attention. Both immediate and delayed teacher attention were effective in reducing the number of uncorrected oral reading errors and increasing the number of self-corrections when compared to the no-treatment control. However, the delayed condition had greater effect than the immediate condition on both measures. In a later remediation phase, when only the delayed treatment was given, uncorrected errors remained at low levels whereas self-corrections generally increased. Total errors, whether subsequently self-corrected or not, with one exception, decreased during the study.

Adolescent↗

Reading for repetition and reading for translation: do they involve the same processes?

UNLABELLED: Theories of translation differ in the role assigned to the reformulation process. One view, the "horizontal" approach, considers that translation involves on-line searches for matches between linguistic entries in the two languages involved [Gerver, D. (1976). Empirical studies of simultaneous interpretation: A review and a model. In R. W. Brislin (Ed.), Translation: Applications and research (pp. 165-207). New York: Gardiner]. The second view, the "vertical" approach, assumes that on-line reformulation does not take place while reading: translation involves giving lexical expression to the meaning extracted after comprehension [Seleskovitch, D. (1976). INTERPRETATION: A psychological approach to translating. In R.W. Brislin (Ed.), Translation: Applications and research (pp. 92-116). New York: Gardner]. In four experiments, translators or bilinguals read sentences for repetition or for translation. When participants read for translation, on-line and global comprehension was affected by lexical ambiguity and memory load (Experiment 1a and 1b). Furthermore, cognate words located at the final portion of the sentences facilitated performance (Experiment 2a and 2b). However, when participants were asked to understand and repeat the sentences, lexical ambiguity and the cognate status of the words did not have any effect. This pattern of results provides support for horizontal theories of translation.

Analysis of Variance↗

Pathways to reading: the role of oral language in the transition to reading.

What is the role of oral language in reading competence during the transition to school? Is oral language in preschool best conceptualized as vocabulary knowledge or as more comprehensive language including grammar, vocabulary, and semantics? These questions were examined longitudinally using 1,137 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Children were followed from age 3 through 3rd grade, and the results suggest that oral language conceptualized broadly plays both a direct and an indirect role in word recognition during the transition to school and serves as a better foundation for early reading skill than does vocabulary alone. Implications of these findings are discussed in terms of both theoretical models of early reading and practical implications for policy and assessment.

Adolescent↗

Improvement in NART word reading in demented and normal older persons using the Cambridge Contextual Reading Test.

A test that assesses ability to pronounce correctly a list of irregular words (NART) has become widely used to estimate IQ particularly in elderly and demented subjects. This estimate relies on the assumption that words that are not pronounced correctly were not previously in the subject's vocabulary. This assumption was questioned by the results of a community study showing that older adults commonly mispronounced even simple NART words that were almost certainly in their vocabulary. The present study investigated the extent to which putting NART words into sentences facilitated correct pronunciation. Both normal and demented subjects substantially improved their performance when the words were seen in context. The improvement was most marked for demented subjects and for poor or average readers as compared with skilled readers. Since irregular words can only be pronounced correctly if they are in the individual's vocabulary, it appears that the NART underestimates reading ability and, hence, underestimates premorbid IQ in certain groups. We conclude that the Cambridge Contextual Reading Test (CCRT) provides a more accurate estimate of reading ability and IQ in elderly and demented subjects.

Aged↗

Preserved reading aloud with semantic deficits: evidence for a non-semantic lexical route for reading Chinese.

This article describes a Cantonese dyslexic patient with a dissociation between reading ability and oral naming, similar to previously reported cases of Chinese dyslexia. Additional semantic tests without pictorial input were given to localize his impairment to the semantic system. His largely preserved reading performance vis-à-vis semantic deficits, together with the absence of assembled phonology in Chinese, support a model of the Chinese lexicon in which reading can be achieved via two different lexical routes, one with semantic mediation and one without. The patient's poor ability to make homophony judgments of written characters and the high rate of tonal errors suggest that brain injury may have a more detrimental effect on suprasegmental than segmental features of phonological representations.

Asian People↗

A mutation in the latency-related gene of bovine herpesvirus 1 inhibits protein expression from open reading frame 2 and an adjacent reading frame during productive infection.

The latency-related (LR) gene of bovine herpesvirus 1 (BHV-1) is abundantly expressed during latency. A mutant BHV-1 strain that contains three stop codons at the 5' terminus of the LR gene (LR mutant) does not reactivate from latency. This study demonstrates that the LR mutant does not express open reading frame 2 or an adjacent reading frame that lacks an initiating ATG (reading frame C). Since the LR mutant and wild-type BHV-1 express similar levels of LR RNA, we conclude that LR protein expression plays an important role in regulating the latency reactivation cycle in cattle.

Animals↗

Reading? ... pah! (I got it!). Innovative Reading Technique For Successful Deaf Readers.

A reading program utilizing five components--a shortcut to phonemic awareness, Adapted Dolch words, Bridge lists and the Bridging process, reading comprehension, and American Sign Language development/language experience stories--was administered to 48 elementary school students at a residential school for the deaf. Data analyses reveal dramatic gains in students' reading levels and academic behavior, teachers' growth in reflective sign skills, and students' and teachers' overall growth in ASL skills, resulting in a more organized, consistent approach to linguistic input and usage.

Child↗

The relationship of reading disability and the techniques of teaching reading.

Lateral Eye Movements were found to be a marker variable for two types of reading disability that can be related to specific stages of the way reading is usually taught. Current techniques used in the teaching of reading rely on the phonological route to meaning: if a child can "auditorize" a word, its meaning can be derived through auditory comprehension. This study has isolated two groups of disabled readers who are deficient in distinct aspects of this phonological route. Approximately 85% of disabled readers have a problem with the first step; they have difficulty converting the written word into its phonological counterpart. The remaining 15% have no difficulty with this first step, but the phonological representation of a word does not lead to its meaning.

Child↗

Reading too little into reading?: strategies in the rehabilitation of acquired dyslexia.

This paper examines four recent therapy studies, two involving deep dyslexic patients and two involving surface dyslexic patients. These studies illustrate that remediation of aspects of acquired dyslexia can have positive benefits for the patients concerned which often extend beyond an improvement in reading aloud. It is argued that, although it may not be immediately apparent, the remediation of acquired reading impairments (and even of reading aloud) can be of functional significance for an aphasic subject.

Dyslexia, Acquired↗

Memory for word location during reading: eye movements to previously read words are spatially selective but not precise.

In two experiments, readers' use of spatial memory was examined by asking them to determine whether an individually shown probe word had appeared in a previously read sentence (Experiment 1) or had occupied a right or left sentence location (Experiment 2). Under these conditions, eye movements during the classification task were generally directed toward the right, irrespective of the location of the relevant target in the previously read sentence. In two additional experiments, readers' knowledge of prior sentence content was examined either without (Experiment 3) or with (Experiment 4) an explicit instruction to move the eyes to a target word in that sentence. Although regressions into the prior sentence were generally directed toward the target, they rarely reached it. In the absence of accurate spatial memories, readers reached previously read target words in two distinct steps--one that moved the eyes in the general vicinity of the target, and one that homed in on it.

Decision Making↗

[Working memory capacity related to reading: measurement with the Japanese version of reading span test].

The efficiency of working memory capacity was measured with the Japanese reading span test (Japanese RST), which was developed based on the Carnegie-Mellon RST (Daneman & Carpenter, 1980). The correlation between the Japanese and the CMU RST was found to be highly significant. The present Japanese RST seems to predict reading efficiency in the same way as does the CMU RST. The Japanese RST was found to be correlated not only with memory span but with reading comprehension. However, it was not correlated with existing verbal intelligence tests.

Adult↗

[How do we read? Study of eye movement in reading].

Reading associates a perceptive time, a motor time and a cognitive time, all three phenomena being extremely interdependent. After a review of the physiological mechanisms of reading, the authors discuss, on the basis of experimentation in the normal subject, the results of a study involving electro-oculographic recording of reading.

Adult↗