Genetic and Environmental Influences on Inattention, Hyperactivity-Impulsivity, and Reading: Kindergarten to Grade 2.
Twin children from Australia, Scandinavia and the USA were assessed for inattention, hyperactivity-impulsivity and reading across the first three 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 studyare discussed, as are educational implications.
Ebejer
Jane L
JL
University of New England.
Coventry
William L
WL
Byrne
Brian
B
Willcutt
Erik G
EG
Olson
Richard K
RK
Corley
Robin
R
Samuelsson
Stefan
S
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