From Learning to Read to Reading to Learn: Substantial and Stable Genetic Influence

Nicole Harlaar · Philip S. Dale · Robert J. Plomin

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Reading and Literacy Development Genetic Associations and Epidemiology Cognitive Abilities and Testing

Abstract

Little is known about the underlying causes and developmental patterns of stability and change in early reading abilities. In a longitudinal study of twins (n=4,291 pairs), individual differences in reading achievement assessed by teachers using U.K. National Curriculum (NC) criteria showed substantial heritabilities at ages 7, 9, and 10 years (.57-.67) and modest shared environmental influences (.10-.17). Stability in NC scores was primarily mediated genetically. There was also evidence for age-specific genetic influences at each age. Genetic influences on reading are substantial and stable during the elementary school years despite the shift from "learning to read" to "reading to learn."

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References

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2013A genome‐wide association study for reading and language abilities in two population cohorts 2020Cognitive ability and education: How behavioural genetic research has advanced our knowledge and understanding of their association 2008Why Do Preschool Language Abilities Correlate With Later Reading? A Twin Study 2020The heritability of reading and reading-related neurocognitive components: A multi-level meta-analysis 2010Preschool Speech, Language Skills, and Reading at 7, 9, and 10 Years: Etiology of the Relationship

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