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. 2022 Oct 20;54(11):1621–1629. doi: 10.1038/s41588-022-01192-y

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© The Author(s) 2022, corrected publication 2023

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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Extended Data Fig. 1 — a-c, Quantile-quantile (Q-Q) plots of observed versus expected P values for associations of single nucleotide polymorphisms with self-reported dyslexia diagnosis in a genome-wide association analysis for all participants (n = 51,800 cases, 1,087,070 controls) (a), female participants (n = 30,287 cases, 641,016 controls) (b), and male participants (n = 21,513 cases, 446,054 controls) (c). The solid red line represents the distribution of P values under the null hypothesis, and the dashed red line represent 95% confidence intervals. The black circles represent the observed distribution of P values.