Journal
SCIENTIFIC STUDIES OF READING
Volume 14, Issue 4, Pages 293-316Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/10888430903150642
Keywords
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Funding
- NICHD NIH HHS [R01 HD038526-03, R01 HD038526-07S1, R01 HD038526-01, R01 HD038526-06A1, R01 HD038526-04, R01 HD038526-09, R01 HD068728, P50 HD027802, R01 HD038526-02, R01 HD038526-07, R01 HD022223-12, R01 HD038526, R01 HD038526-08, R01 HD038526-05] Funding Source: Medline
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH & HUMAN DEVELOPMENT [R01HD068728, P50HD027802] Funding Source: NIH RePORTER
- EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH &HUMAN DEVELOPMENT [R01HD022223, R01HD038526] Funding Source: NIH RePORTER
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Twin children from Australia, Scandinavia, and the United States were assessed for inattention, hyperactivity-impulsivity, and reading across the first 3 school years. Univariate behavior-genetic analyses indicated substantial heritability for all three variables in all years. Longitudinal analyses showed one genetic source operating across the time span and a second entering in the second school year for each variable, though possibly not reliable for inattention. Other analyses confirmed previous findings of pleiotropy (shared genes) between inattention and reading and showed that this genetic overlap is in place from kindergarten onwards and is restricted to one of the genetic sources that affect reading and inattention. The results extend previous conclusions about the developmental trajectories of inattention, hyperactivity-impulsivity, and reading and their relationships. Limitations of this study are discussed, as are educational implications.
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