The correlation between reading and mathematics ability at age twelve has a substantial genetic component.
Oliver SP
Davis
;
Gavin
Band
;
Matti
Pirinen
;
Claire MA
Haworth
;
Emma L
Meaburn
;
Yulia
Kovas
;
Nicole
Harlaar
;
Sophia J
Docherty
;
Ken B
Hanscombe
;
Maciej
Trzaskowski
;
+43 more...
Charles JC
Curtis
;
Amy
Strange
;
Colin
Freeman
;
Céline
Bellenguez
;
Zhan
Su
;
Richard
Pearson
;
Damjan
Vukcevic
;
Cordelia
Langford
;
Panos
Deloukas
;
Sarah
Hunt
;
Emma
Gray
;
Serge
Dronov
;
Simon C
Potter
;
Avazeh
Tashakkori-Ghanbaria
;
Sarah
Edkins
;
Suzannah J
Bumpstead
;
Jenefer M
Blackwell
;
Elvira
Bramon
;
Matthew A
Brown
;
Juan P
Casas
;
Aiden
Corvin
;
Audrey
Duncanson
;
Janusz AZ
Jankowski
;
Hugh S
Markus
;
Christopher G
Mathew
;
Colin NA
Palmer
;
Anna
Rautanen
;
Stephen J
Sawcer
;
Richard C
Trembath
;
Ananth C
Viswanathan
;
Nicholas W
Wood
;
Ines
Barroso
;
Leena
Peltonen
;
Philip S
Dale
;
Stephen A
Petrill
;
Leonard S
Schalkwyk
;
Ian W
Craig
;
Cathryn M
Lewis
;
Thomas S
Price
;
Wellcome Trust Case Control Consortium 2
;
Peter
Donnelly
;
Robert
Plomin
;
Chris CA
Spencer
;
(2014)
The correlation between reading and mathematics ability at age twelve has a substantial genetic component.
Nature communications, 5 (1).
4204-.
ISSN 2041-1723
DOI: 10.1038/ncomms5204
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, our results highlight the potential role of the learning environment in contributing to differences in a child's cognitive abilities at age twelve.
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- Available under Creative Commons: Attribution-NonCommercial-No Derivative Works 3.0
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