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These findings suggest that reading-related affective characteristics and school context may be a factor promoting reading success rather than a factor contributing to reading failure.
Our datasets will form an important part of on-going international efforts to identify genes contributing to reading and language skills.
We provide further support for the role of KIAA0319 and DCDC2 in contributing to reading abilities and novel evidence that the language-disorder candidate gene CMIP is also implicated in reading processes.
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All contribute to reading comprehension.
In summary, we found that multiple factors contributed to reading development, supporting multivariate models over those that prioritize single factors.
All authors contributed to reading and revising the manuscript and all have approved the final manuscript.
Our data suggest that the same genes contribute to reading impairment even in the background of different disorders.
In this dynamic causal modeling (DCM) study, we were interested in how the putamen and thalamus contribute to reading.
Consistently, these SNPs did not show associations in the case−control analysis, supporting the hypothesis that these variants contribute to reading ability variation in the normal range.
It is likely that a complex network, where regulatory elements interact and co-regulate other DYX2 genes and elements, contributes to reading, language, and cognitive phenotypes.
Both authors contributed to, read and approved the manuscript.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com