The correlation between reading and mathematics ability at age twelve has a substantial genetic component

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    Author
    Davis, OSP; Band, G; Pirinen, M; Haworth, CMA; Meaburn, EL; Kovas, Y; Harlaar, N; Docherty, SJ; Hanscombe, KB; Trzaskowski, M; ...
    Date
    2014-07-01
    Source Title
    Nature Communications
    Publisher
    NATURE PUBLISHING GROUP
    University of Melbourne Author/s
    Vukcevic, Damjan
    Affiliation
    School of Mathematics and Statistics
    Metadata
    Show full item record
    Document Type
    Journal Article
    Citations
    Davis, O. S. P., Band, G., Pirinen, M., Haworth, C. M. A., Meaburn, E. L., Kovas, Y., Harlaar, N., Docherty, S. J., Hanscombe, K. B., Trzaskowski, M., Curtis, C. J. C., Strange, A., Freeman, C., Bellenguez, C., Su, Z., Pearson, R., Vukcevic, D., Langford, C., Deloukas, P. ,... Spencer, C. C. A. (2014). The correlation between reading and mathematics ability at age twelve has a substantial genetic component. NATURE COMMUNICATIONS, 5 (1), https://doi.org/10.1038/ncomms5204.
    Access Status
    Open Access
    URI
    http://hdl.handle.net/11343/259452
    DOI
    10.1038/ncomms5204
    Abstract
    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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