Heritability of High Reading Ability and its Interaction with Parental Education

Angela Friend; John C DeFries; Janice M Keenan; Richard K Olson; Bruce Pennington; Nicole Harlaar; Brian J Byrne; Stefan Samuelsson; Erik G Willcutt; Sally J Wadsworth; Robin Corley

doi:10.1007/s10519-009-9263-2

Heritability of High Reading Ability and its Interaction with Parental Education

Angela Friend
, John C DeFries
, Janice M Keenan
, Richard K Olson
, Bruce Pennington
, Nicole Harlaar
, Brian J Byrne
, Stefan Samuelsson
, Erik G Willcutt
, Sally J Wadsworth
, Robin Corley

Research output: Contribution to journal › Article › peer-review

43 Citations (Scopus)

Abstract

Moderation of the level of genetic influence on children's high reading ability by environmental influences associated with parental education was explored in two independent samples of identical and fraternal twins from the United States and Great Britain. For both samples, the heritability of high reading performance increased significantly with lower levels of parental education. Thus, resilience (high reading ability despite lower environmental support) is more strongly influenced by genotype than is high reading ability with higher environmental support. This result provides a coherent account when considered alongside results of previous research showing that heritability for low reading ability decreased with lower levels of parental education.

Original language	English
Pages (from-to)	427-436
Journal	Behavior Genetics
Volume	39
Issue number	4
DOIs	https://doi.org/10.1007/s10519-009-9263-2
Publication status	Published - 2009

Keywords

Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology)
Developmental Psychology and Ageing
Educational Psychology

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https://hdl.handle.net/1959.11/8152

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title = "Heritability of High Reading Ability and its Interaction with Parental Education",

abstract = "Moderation of the level of genetic influence on children's high reading ability by environmental influences associated with parental education was explored in two independent samples of identical and fraternal twins from the United States and Great Britain. For both samples, the heritability of high reading performance increased significantly with lower levels of parental education. Thus, resilience (high reading ability despite lower environmental support) is more strongly influenced by genotype than is high reading ability with higher environmental support. This result provides a coherent account when considered alongside results of previous research showing that heritability for low reading ability decreased with lower levels of parental education.",

keywords = "Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology), Developmental Psychology and Ageing, Educational Psychology",

author = "Angela Friend and DeFries, \{John C\} and Keenan, \{Janice M\} and Olson, \{Richard K\} and Bruce Pennington and Nicole Harlaar and Byrne, \{Brian J\} and Stefan Samuelsson and Willcutt, \{Erik G\} and Wadsworth, \{Sally J\} and Robin Corley",

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doi = "10.1007/s10519-009-9263-2",

language = "English",

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journal = "Behavior Genetics",

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T1 - Heritability of High Reading Ability and its Interaction with Parental Education

AU - Friend, Angela

AU - DeFries, John C

AU - Keenan, Janice M

AU - Olson, Richard K

AU - Pennington, Bruce

AU - Harlaar, Nicole

AU - Byrne, Brian J

AU - Samuelsson, Stefan

AU - Willcutt, Erik G

AU - Wadsworth, Sally J

AU - Corley, Robin

PY - 2009

Y1 - 2009

N2 - Moderation of the level of genetic influence on children's high reading ability by environmental influences associated with parental education was explored in two independent samples of identical and fraternal twins from the United States and Great Britain. For both samples, the heritability of high reading performance increased significantly with lower levels of parental education. Thus, resilience (high reading ability despite lower environmental support) is more strongly influenced by genotype than is high reading ability with higher environmental support. This result provides a coherent account when considered alongside results of previous research showing that heritability for low reading ability decreased with lower levels of parental education.

AB - Moderation of the level of genetic influence on children's high reading ability by environmental influences associated with parental education was explored in two independent samples of identical and fraternal twins from the United States and Great Britain. For both samples, the heritability of high reading performance increased significantly with lower levels of parental education. Thus, resilience (high reading ability despite lower environmental support) is more strongly influenced by genotype than is high reading ability with higher environmental support. This result provides a coherent account when considered alongside results of previous research showing that heritability for low reading ability decreased with lower levels of parental education.

KW - Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology)

KW - Developmental Psychology and Ageing

KW - Educational Psychology

U2 - 10.1007/s10519-009-9263-2

DO - 10.1007/s10519-009-9263-2

M3 - Article

SN - 0001-8244

VL - 39

SP - 427

EP - 436

JO - Behavior Genetics

JF - Behavior Genetics

IS - 4

ER -

Heritability of High Reading Ability and its Interaction with Parental Education

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