A twin and adoption study of reading achievement: Exploration of shared-environmental and gene-environment-interaction effects

Robert M. Kirkpatrick, Lisa N. Legrand, William G Iacono, Matt Mc Gue

Research output: Contribution to journalArticle

10 Scopus citations

Abstract

Existing behavior-genetic research implicates substantial influence of heredity and modest influence of shared environment on reading achievement and reading disability. Applying DeFries-Fulker analysis to a combined sample of twins and adoptees (N = 4886, including 266 reading-disabled probands), the present study replicates prior findings of considerable heritability for both reading achievement and reading disability. A simple biometric model adequately described parent and offspring data (combined N = 9430 parents and offspring) across differing types of families present in the sample Analyses yielded a high heritability estimate (around 0.70) and a negligible shared-environmentality estimate for both reading achievement and reading disability. No evidence of gene. ×. environment interaction was found for parental reading ability and parental educational attainment, the two moderators analyzed.

Original languageEnglish (US)
Pages (from-to)368-375
Number of pages8
JournalLearning and Individual Differences
Volume21
Issue number4
DOIs
StatePublished - Aug 2011

Keywords

  • Adoption study
  • Behavior genetics
  • Reading achievement
  • Reading disability
  • Twin study

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