Word Reading Fluency: Role of Genome‐Wide Single‐Nucleotide Polymorphisms in Developmental Stability and Correlations With Print Exposure. Issue 3 (6th January 2014)

• Record Type: Journal Article
• Authors: Harlaar, Nicole; Trzaskowski, Maciej; Dale, Philip S.; Plomin, Robert
• Is Part Of: Child development. Volume 85:Issue 3(2014)
• Page Start: 1190
• Page End: 1205
• Publication Date: 2014-01-06
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.12207
• Languages: English
• ISSNs: 0009-3920

Abstract

<abstract abstract-type="main" id="cdev12207-abs-0001"> <title> <x xml:space="preserve">Abstract</x> </title> <p>The genetic effects on individual differences in reading development were examined using genome‐wide complex trait analysis (GCTA) in a twin sample. In unrelated individuals (one twin per pair, <italic>n </italic>=<italic> </italic>2, 942), the GCTA‐based heritability of reading fluency was ~20%–29% at ages 7 and 12. GCTA bivariate results showed that the phenotypic stability of reading fluency from 7 to 12 years (<italic>r </italic>=<italic> </italic>0.69) is largely driven by genetic stability (genetic <italic>r </italic>=<italic> </italic>0.69). Genetic effects on print exposure at age 12 were moderate (~26%) and correlated with those influencing reading fluency at 12 (genetic <italic>r</italic> = 0.89), indicative of a gene–environment correlation. These findings were largely consistent with quantitative genetic twin analyses that used both twins in each pair (<italic>n </italic>=<italic> </italic>1, 066–1, 409).</p> </abstract>