title: Word reading fluency: role of genome-wide single-nucleotide polymorphisms in developmental stability and correlations with print exposure.
abstract: 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).
authors.affiliation: University of Colorado Boulder.
authors.forename: Nicole
authors.initials: N
authors.lastname: Harlaar
authors.affiliation: King's College London.
authors.forename: Maciej
authors.initials: M
authors.lastname: Trzaskowski
authors.affiliation: University of New Mexico.
authors.forename: Philip S
authors.initials: PS
authors.lastname: Dale
authors.affiliation: King's College London.
authors.forename: Robert
authors.initials: R
authors.lastname: Plomin
mesh_terms: D002648:Child; D002657:Child Development / Q000502:physiology*; D005260:Female; D059647:Gene-Environment Interaction; D055106:Genome-Wide Association Study; D006801:Humans; D007206:Individuality; D008297:Male; D020641:Polymorphism, Single Nucleotide / Q000235:genetics; D011932:Reading