Word Reading Fluency: Role of Genome-Wide Single-Nucleotide Polymorphisms in Developmental Stability and Correlations With Print Exposure

TY - JOUR

T1 - Word Reading Fluency

T2 - Role of Genome-Wide Single-Nucleotide Polymorphisms in Developmental Stability and Correlations With Print Exposure

AU - Harlaar, Nicole

AU - Trzaskowski, Maciej

AU - Dale, Philip S.

AU - Plomin, Robert

PY - 2014/5

Y1 - 2014/5

N2 - 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, n = 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 (r = 0.69) is largely driven by genetic stability (genetic r = 0.69). Genetic effects on print exposure at age 12 were moderate (~26%) and correlated with those influencing reading fluency at 12 (genetic r = 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 (n = 1,066–1,409).

AB - 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, n = 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 (r = 0.69) is largely driven by genetic stability (genetic r = 0.69). Genetic effects on print exposure at age 12 were moderate (~26%) and correlated with those influencing reading fluency at 12 (genetic r = 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 (n = 1,066–1,409).

U2 - 10.1111/cdev.12207

DO - 10.1111/cdev.12207

M3 - Article

SN - 0009-3920

VL - 85

SP - 1190

EP - 1205

JO - Child Development

JF - Child Development

IS - 3

ER -