The correlation between reading and mathematics ability at age twelve has a substantial genetic component.
Davis, OS; Band, G; Pirinen, M; Haworth, CM; Meaburn, EL; Kovas, Y; Harlaar, N; Docherty, SJ; Hanscombe, KB; Trzaskowski, M; +43 more...Curtis, CJ; Strange, A; Freeman, C; Bellenguez, C; Su, Z; Pearson, R; Vukcevic, D; Langford, C; Deloukas, P; Hunt, S; Gray, E; Dronov, S; Potter, SC; Tashakkori-Ghanbaria, A; Edkins, S; Bumpstead, SJ; Blackwell, JM; Bramon, E; Brown, MA; Casas, JP; Corvin, A; Duncanson, A; Jankowski, JA; Markus, HS; Mathew, CG; Palmer, CN; Rautanen, A; Sawcer, SJ; Trembath, RC; Viswanathan, AC; Wood, NW; Barroso, I; Peltonen, L; Dale, PS; Petrill, SA; Schalkwyk, LS; Craig, IW; Lewis, CM; Price, TS; Wellcome Trust Case Control Consortium 2; Donnelly, P; Plomin, R; Spencer, CC and
(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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