Familial Characteristics of Genetic Dyslexia: Preliminary Report From a Pilot Study

The statistical data set forth in this report may be an invaluable contribution to the field of learning disabilities—especially to geneticists. The population sample and data collection procedures used for this study seem to have been well controlled. The concept of a homogeneous, three generation search for significant familial characteristics and disorders is an approach to the hereditary aspects of some forms of learning disabilities which would bear watching.—C. C. E. This paper is a preliminary report of the statistical data received from a pilot study performed at the McGlannan School dur-ing 1966. The study served to help formu-late the design for an intensive familial investigation; an investigation which, it is hoped, will help to identify and delineate some of the factors basic to the etiology of the suspected genetic anomaly. Working with our professional advisory board,* Project Genotype has been five years in planning and design coordination. Project Genotype with a homogeneous family re-search population is currently being exe-cuted at the school and the data is sched-uled to be "computer ready " June 1, 1968. We will give a brief overview of the project under Conclusions. *We wish to express our gratitude to members of our advisory board who have given so instint-ingly of their time and professional guidance. 32 As defined at the McGlannan School, "Genetic Dyslexia is one demonstrable effect of a basic genetic anomaly mani-fested essentially by inconstancy of spatial and temporal relations. This inconstancy results in inadequate association and inte-gration of symbols with attendant language disabilities. Concurrent and customary pre-senting symptoms are: ambilaterality, di-rectional confusion and maturational lags." The author notes that genetic dyslexia may take one of two forms, or degree o