Postdoctoral Associate in the Genetics of Reading Disability (Dyslexia)

Yale University School of Medicine
Job Location: 
New Haven, CT
Job Description: 

Postdoctoral Associate position in the Genetics of Reading Disability (Dyslexia) available in the Departments of Pediatrics and Genetics at the Yale University School of Medicine. This is a position in a collaborative, multi-disciplinary laboratory studying the risk of reading disability conferred by genetic factors, via a large multi-site case/control sample of English-speaking and Spanish bilingual school-age children. Subjects have been assesed for a rich set of reading/language phenotypes, structural/functional/connectivity MRI, DNA, SES, and family/demographic variables.


Candidates should have a PhD in neuropsychology, genetics, or biostatistics/epidemiology and possess excellent skills in statistical analysis and scientific writing. Candidates with a strong interest in learning disabilities—including reading disability, attention deficit/hyperactivity disorder, and language impairment—are particularly encouraged to apply.

Contact Information: 

Interested applicants should send curriculum vitae and contact information for three references to
Dr. Jeffrey R. Gruen
Yale Child Health Research Center
464 Congress Avenue
New Haven, CT 06520-8081

About Our Organization: 

Our lab studies the genetics of communication disorders and learning disabilities, specifically dyslexia and language impairment (LI). Dyslexia or reading disability (RD) is by far the most common learning disability in schoolchildren, with prevalence estimates ranging from 5-17%. Children with dyslexia are frequently undiagnosed, misdiagnosed, or not diagnosed until adolescence. Exacerbating these difficulties is the fact that interventions are most effective when started early in development. Without proper remediation, affected children are at higher risk for adverse socioeconomic outcomes, poor academic performance, and lifelong struggles with basic linguistic skills. Little is known about the underlying biological etiology of dyslexia and language impairment. However, both dyslexia and language impairment show complex inheritance, suggesting sizable contributions from both one’s genes and one’s environment. The substantial genetic component—heritability estimates range from 40%-80%—prompted our lab to attempt to use human genetic and molecular tools to examine the biological underpinnings of dyslexia, language impairment, other learning disabilities, and other communication disorders.