Heritability of high reading ability and its interaction with parental education

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.

DeFries, J. CColorado University at Boulder, USA (författare)
Olson, R. KColorado University at Boulder, USA (författare)
Pennington, BColorado University, USA (författare)
Harlaar, NKing's College London, UK (författare)
Byrne, BUniversity of New England, Australia (författare)
Samuelsson, Stefan,1964-Linköpings universitet,Institutionen för beteendevetenskap och lärande,Filosofiska fakulteten(Swepub:liu)stesa26 (författare)
Willcutt, EColorado University at Boulder, USA (författare)
Wadsworth, SColorado University at Boulder, USA (författare)
Corley, RColorado University at Boulder, USA (författare)
Colorado University at Boulder, USAColorado University, USA (creator_code:org_t)

Ingår i:Behavior Genetics: Springer Science and Business Media LLC39, s. 427-4360001-82441573-3297

Av författaren/redakt...: Friend, A; DeFries, J. C; Olson, R. K; Pennington, B; Harlaar, N; Byrne, B; visa fler...; Samuelsson, Stef ...; Willcutt, E; Wadsworth, S; Corley, R; visa färre...

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