King's College London

Research portal

A longitudinal twin study on the association between ADHD symptoms and reading

Research output: Contribution to journalArticle

Standard

A longitudinal twin study on the association between ADHD symptoms and reading. / Greven, Corina U.; Rijsdijk, Fruehling V.; Asherson, Philip; Plomin, Robert.

In: Journal of Child Psychology and Psychiatry, Vol. 53, No. 3, 03.2012, p. 234 - 242.

Research output: Contribution to journalArticle

Harvard

Greven, CU, Rijsdijk, FV, Asherson, P & Plomin, R 2012, 'A longitudinal twin study on the association between ADHD symptoms and reading', Journal of Child Psychology and Psychiatry, vol. 53, no. 3, pp. 234 - 242. https://doi.org/10.1111/j.1469-7610.2011.02445.x

APA

Greven, C. U., Rijsdijk, F. V., Asherson, P., & Plomin, R. (2012). A longitudinal twin study on the association between ADHD symptoms and reading. Journal of Child Psychology and Psychiatry, 53(3), 234 - 242. https://doi.org/10.1111/j.1469-7610.2011.02445.x

Vancouver

Greven CU, Rijsdijk FV, Asherson P, Plomin R. A longitudinal twin study on the association between ADHD symptoms and reading. Journal of Child Psychology and Psychiatry. 2012 Mar;53(3):234 - 242. https://doi.org/10.1111/j.1469-7610.2011.02445.x

Author

Greven, Corina U. ; Rijsdijk, Fruehling V. ; Asherson, Philip ; Plomin, Robert. / A longitudinal twin study on the association between ADHD symptoms and reading. In: Journal of Child Psychology and Psychiatry. 2012 ; Vol. 53, No. 3. pp. 234 - 242.

Bibtex Download

@article{d567448b0a6b44279c50db1c26e46fce,
title = "A longitudinal twin study on the association between ADHD symptoms and reading",
abstract = "Background: Attention deficit hyperactivity disorder (ADHD) and reading disability commonly co-occur because of shared genetic risk factors. However, the stability and change of these genetic influences and the predictive relationships underlying this association longitudinally remain unclear. Methods: ADHD symptoms and reading were assessed as continuous dimensions in a UK general population sample of approximately 7,000 twin pairs. Parent ratings of ADHD symptoms and teacher ratings of reading were obtained at two ages: middle childhood (ages 7-8 years) and early adolescence (ages 11-12 years). Cross-lagged quantitative genetic analyses were applied. Results: ADHD symptoms and reading significantly predicted each other over time. However, ADHD symptoms were a significantly stronger predictor of reading than vice versa. Inattentive and hyperactive- impulsive symptoms of ADHD both contributed to the prediction of reading, but inattentiveness was a significantly stronger predictor. Furthermore, ADHD symptoms and reading were highly heritable, and their association was primarily attributable to shared genetic influences. Despite notable genetic innovation for each trait, genetic factors involved in the association of ADHD symptoms and reading over time were highly stable. Conclusions: ADHD symptoms may put children at increased risk for reading problems and vice versa. Moreover, enduring genetic mechanisms appear to be important in the association of ADHD symptoms and reading over time.",
keywords = "ADHD, Inattentiveness, Hyperactivity-impulsivity , Reading, Longitudinal, Twin, Genetics",
author = "Greven, {Corina U.} and Rijsdijk, {Fruehling V.} and Philip Asherson and Robert Plomin",
year = "2012",
month = "3",
doi = "10.1111/j.1469-7610.2011.02445.x",
language = "English",
volume = "53",
pages = "234 -- 242",
journal = "Journal of Child Psychology and Psychiatry",
issn = "0021-9630",
number = "3",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - A longitudinal twin study on the association between ADHD symptoms and reading

AU - Greven, Corina U.

AU - Rijsdijk, Fruehling V.

AU - Asherson, Philip

AU - Plomin, Robert

PY - 2012/3

Y1 - 2012/3

N2 - Background: Attention deficit hyperactivity disorder (ADHD) and reading disability commonly co-occur because of shared genetic risk factors. However, the stability and change of these genetic influences and the predictive relationships underlying this association longitudinally remain unclear. Methods: ADHD symptoms and reading were assessed as continuous dimensions in a UK general population sample of approximately 7,000 twin pairs. Parent ratings of ADHD symptoms and teacher ratings of reading were obtained at two ages: middle childhood (ages 7-8 years) and early adolescence (ages 11-12 years). Cross-lagged quantitative genetic analyses were applied. Results: ADHD symptoms and reading significantly predicted each other over time. However, ADHD symptoms were a significantly stronger predictor of reading than vice versa. Inattentive and hyperactive- impulsive symptoms of ADHD both contributed to the prediction of reading, but inattentiveness was a significantly stronger predictor. Furthermore, ADHD symptoms and reading were highly heritable, and their association was primarily attributable to shared genetic influences. Despite notable genetic innovation for each trait, genetic factors involved in the association of ADHD symptoms and reading over time were highly stable. Conclusions: ADHD symptoms may put children at increased risk for reading problems and vice versa. Moreover, enduring genetic mechanisms appear to be important in the association of ADHD symptoms and reading over time.

AB - Background: Attention deficit hyperactivity disorder (ADHD) and reading disability commonly co-occur because of shared genetic risk factors. However, the stability and change of these genetic influences and the predictive relationships underlying this association longitudinally remain unclear. Methods: ADHD symptoms and reading were assessed as continuous dimensions in a UK general population sample of approximately 7,000 twin pairs. Parent ratings of ADHD symptoms and teacher ratings of reading were obtained at two ages: middle childhood (ages 7-8 years) and early adolescence (ages 11-12 years). Cross-lagged quantitative genetic analyses were applied. Results: ADHD symptoms and reading significantly predicted each other over time. However, ADHD symptoms were a significantly stronger predictor of reading than vice versa. Inattentive and hyperactive- impulsive symptoms of ADHD both contributed to the prediction of reading, but inattentiveness was a significantly stronger predictor. Furthermore, ADHD symptoms and reading were highly heritable, and their association was primarily attributable to shared genetic influences. Despite notable genetic innovation for each trait, genetic factors involved in the association of ADHD symptoms and reading over time were highly stable. Conclusions: ADHD symptoms may put children at increased risk for reading problems and vice versa. Moreover, enduring genetic mechanisms appear to be important in the association of ADHD symptoms and reading over time.

KW - ADHD

KW - Inattentiveness

KW - Hyperactivity-impulsivity

KW - Reading

KW - Longitudinal

KW - Twin

KW - Genetics

U2 - 10.1111/j.1469-7610.2011.02445.x

DO - 10.1111/j.1469-7610.2011.02445.x

M3 - Article

VL - 53

SP - 234

EP - 242

JO - Journal of Child Psychology and Psychiatry

JF - Journal of Child Psychology and Psychiatry

SN - 0021-9630

IS - 3

ER -

View graph of relations

© 2018 King's College London | Strand | London WC2R 2LS | England | United Kingdom | Tel +44 (0)20 7836 5454