Article
The correlation between reading and mathematics ability at age twelve has a substantial genetic component.
Nature communications - 8 Jul 2014
Davis Oliver S P, Band Gavin, Pirinen Matti, Haworth Claire M A, Meaburn Emma L, Kovas Yulia, Harlaar Nicole, Docherty Sophia J, Hanscombe Ken B, Trzaskowski Maciej, Curtis Charles J C, Strange Amy, Freeman Colin, Bellenguez Céline, Su Zhan, Pearson Richard, Vukcevic Damjan, Langford Cordelia, Deloukas Panos, Hunt Sarah, Gray Emma, Dronov Serge, Potter Simon C, Tashakkori-Ghanbaria Avazeh, Edkins Sarah, Bumpstead Suzannah J, Blackwell Jenefer M, Bramon Elvira, Brown Matthew A, Casas Juan P, Corvin Aiden, Duncanson Audrey, Jankowski Janusz A Z, Markus Hugh S, Mathew Christopher G, Palmer Colin N A, Rautanen Anna, Sawcer Stephen J, Trembath Richard C, Viswanathan Ananth C, Wood Nicholas W, Barroso Ines, Peltonen Leena, Dale Philip S, Petrill Stephen A, Schalkwyk Leonard S, Craig Ian W, Lewis Cathryn M, Price Thomas S, Donnelly Peter, Plomin Robert, Spencer Chris C A
Abstract excerpt
Dissecting how genetic and environmental influences impact on learning is helpful for maximizing numeracy and literacy. Here we show, using twin and genome-wide analysis, that there is a substantial genetic component to children's ability in reading and mathematics, and estimate that around one half of the observed correlation in these traits is due to shared genetic effects (so-called Generalist Genes). Thus,...
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