Research is a hunt for the truth. Research is a process through which we 
attempt to achieve systematically and with the support of data the 
answer to a question, the resolution of a problem, or the greater 
understanding of a phenomenon. 
(www.geocities.com/Athens/3238/page3-15.htm 8/28/08) This is not to say 
that any one research study provides a definitive answer. However, 
through numerous studies we begin to see patterns and evidence 
concerning the question at hand.

In the past decade we have gained a greater understanding of how people 
learn to read and why some people have difficulty learning to read. Yet, 
some individuals still struggle to learn to read and spell in spite of 
having received the best available instruction. This is why more 
research is still needed to understand dyslexia. The Dyslexia Research 
Registry’s role is to link families with a history of dyslexia to 
research projects.

How has research influenced identification, assessment and instruction 
for individuals with LDs such as dyslexia?
What research has been the most influential in your work?



The first project for which we are recruiting families is a Genetics 
study. Families often report that more than one family member had 
difficulty learning to read. Some causes of reading difficulty are 
inherited others are environmental. This study focuses on the inherited 
factors.

In this study we will be collecting genes from three biologically 
related family members. One or more of these family members needs to 
have a diagnosis of dyslexia/reading disability. Genes will be collected 
through a saliva sample that each person will submit. Saliva contains 
the DNA and genes that get passed down from our relatives. Genes work 
like instruction manuals for our cells. Genes tell our bodies and brains 
how to react the things in our world.

In this study we are not looking for a “dyslexia gene”. It is unlikely 
that one gene causes dyslexia. Rather, we are looking for combinations 
of genes that influence reading related processes, such as phonological 
processing, that are critical to learning to read. This information may 
help us to identify children at risk of reading difficulties at younger 
ages. In addition, these studies may shed light on variability in the 
degree of reading disability that individuals with dyslexia experience.

-- 
Megan M. Bakan Ph.D.
Florida State University
Department of Psychology
Room 418B
1107 W. Call Street
Tallahassee, FL 32306-4301
FSU Office (850)644-4563
Toll Free: 1-866-290-2456
Home Office (850)216-0510

The Dyslexia Research Registry
Improving Reading, Improving Learning, Improving Lives
www.fsuld.org