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. Author manuscript; available in PMC: 2014 Nov 1.
Published in final edited form as: J Inherit Metab Dis. 2013 Jan 15;36(6):10.1007/s10545-012-9575-x. doi: 10.1007/s10545-012-9575-x

Table 5.

Scholastic achievement and predicted GALT activity:

Predicted GALT activity (as a percentage of wild-type hGALT) <0.4% ≥0.4%
all study volunteers (n=53) 42 11
Special Educational Support
Enrolled in special education (n=17) 14 3
Not enrolled in special education (n=15) 9 6
Math Achievement1
At grade level in math (n=16) 8 8
Below grade level in math (n=19) 17 2
Language Arts Achievement
At grade level in language arts (n=18) 11 7
Below grade level in language arts (n=17) 14 3

Each study volunteer was classified by the level of residual GALT activity predicted for their GALT genotype based on yeast expression data (see Methods). One volunteer was omitted from this analysis because one of their mutations was non-coding and so could not be assessed using the yeast system. Scholastic achievement in language arts and as revealed by enrollment in special educational support shows a clear tendency with predicted residual GALT activity but due to the small number of volunteers with ≥0.4% predicted GALT activity this tendency is not statistically significant.

1

Math achievement and GALT activity do show a significant relationship (p-value= 0.03) after appropriate adjustment for multiple testing.