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

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Listed:
  • Oliver S. P. Davis

    (Evolution and Environment, UCL Genetics Institute, University College London
    King’s College London, Social Genetic and Developmental Psychiatry Centre, Institute of Psychiatry)

  • Gavin Band

    (Wellcome Trust Centre for Human Genetics, University of Oxford)

  • Matti Pirinen

    (Wellcome Trust Centre for Human Genetics, University of Oxford)

  • Claire M. A. Haworth

    (King’s College London, Social Genetic and Developmental Psychiatry Centre, Institute of Psychiatry
    University of Warwick)

  • Emma L. Meaburn

    (Birkbeck, University of London)

  • Yulia Kovas

    (Goldsmiths, University of London)

  • Nicole Harlaar

    (University of Colorado Boulder)

  • Sophia J. Docherty

    (King’s College London, Social Genetic and Developmental Psychiatry Centre, Institute of Psychiatry)

  • Ken B. Hanscombe

    (King’s College London, Social Genetic and Developmental Psychiatry Centre, Institute of Psychiatry)

  • Maciej Trzaskowski

    (King’s College London, Social Genetic and Developmental Psychiatry Centre, Institute of Psychiatry)

  • Charles J. C. Curtis

    (King’s College London, Social Genetic and Developmental Psychiatry Centre, Institute of Psychiatry)

  • Amy Strange

    (Wellcome Trust Centre for Human Genetics, University of Oxford)

  • Colin Freeman

    (Wellcome Trust Centre for Human Genetics, University of Oxford)

  • Céline Bellenguez

    (Wellcome Trust Centre for Human Genetics, University of Oxford)

  • Zhan Su

    (Wellcome Trust Centre for Human Genetics, University of Oxford)

  • Richard Pearson

    (Wellcome Trust Centre for Human Genetics, University of Oxford)

  • Damjan Vukcevic

    (Wellcome Trust Centre for Human Genetics, University of Oxford)

  • Cordelia Langford

    (Wellcome Trust Sanger Institute)

  • Panos Deloukas

    (Wellcome Trust Sanger Institute)

  • Sarah Hunt

    (Wellcome Trust Sanger Institute)

  • Emma Gray

    (Wellcome Trust Sanger Institute)

  • Serge Dronov

    (Wellcome Trust Sanger Institute)

  • Simon C. Potter

    (Wellcome Trust Sanger Institute)

  • Avazeh Tashakkori-Ghanbaria

    (Wellcome Trust Sanger Institute)

  • Sarah Edkins

    (Wellcome Trust Sanger Institute)

  • Suzannah J. Bumpstead

    (Wellcome Trust Sanger Institute)

  • Jenefer M. Blackwell

    (Telethon Institute for Child Health Research, Centre for Child Health Research, University of Western Australia
    Cambridge Institute for Medical Research, University of Cambridge School of Clinical Medicine)

  • Elvira Bramon

    (UCL Institute of Cognitive Neuroscience, University College London
    UCL Mental Health Sciences Unit, University College London)

  • Matthew A. Brown

    (University of Queensland Diamantia Institute, Translational Research Institute, Princess Alexandra Hospital, University of Queensland)

  • Juan P. Casas

    (London School of Hygiene and Tropical Medicine
    University College London)

  • Aiden Corvin

    (Neuropsychiatric Genetics Research Group, Institute of Molecular Medicine, Trinity College Dublin)

  • Audrey Duncanson

    (Molecular and Physiological Sciences, The Wellcome Trust)

  • Janusz A. Z. Jankowski

    (Centre for Digestive Diseases, Blizard Institute, Queen Mary University of London
    Wolfson College
    Peninsula School of Medicine and Dentistry, Associate Deans Office, John Bull Building)

  • Hugh S. Markus

    (Clinical Neurosciences, Saint George's University of London)

  • Christopher G. Mathew

    (King’s College London, King’s Health Partners Guy’s Hospital)

  • Colin N. A. Palmer

    (Biomedical Research Centre, Ninewells Hospital and Medical School)

  • Anna Rautanen

    (Wellcome Trust Centre for Human Genetics, University of Oxford)

  • Stephen J. Sawcer

    (University of Cambridge, Addenbrooke’s Hospital)

  • Richard C. Trembath

    (King’s College London, King’s Health Partners Guy’s Hospital)

  • Ananth C. Viswanathan

    (NIHR Biomedical Research Centre at Moorfields Eye Hospital NHSFT and UCL Institute of Ophthalmology)

  • Nicholas W. Wood

    (Institute of Neurology, University College London)

  • Ines Barroso

    (Wellcome Trust Sanger Institute)

  • Leena Peltonen

    (Wellcome Trust Sanger Institute)

  • Philip S. Dale

    (University of New Mexico)

  • Stephen A. Petrill

    (Institute for Population Research, The Ohio State University)

  • Leonard S. Schalkwyk

    (King’s College London, Social Genetic and Developmental Psychiatry Centre, Institute of Psychiatry)

  • Ian W. Craig

    (King’s College London, Social Genetic and Developmental Psychiatry Centre, Institute of Psychiatry)

  • Cathryn M. Lewis

    (King’s College London, Social Genetic and Developmental Psychiatry Centre, Institute of Psychiatry)

  • Thomas S. Price

    (Institute for Translational Medicine and Therapeutics, University of Pennsylvania School of Medicine)

  • Peter Donnelly

    (Wellcome Trust Centre for Human Genetics, University of Oxford
    University of Oxford)

  • Robert Plomin

    (King’s College London, Social Genetic and Developmental Psychiatry Centre, Institute of Psychiatry)

  • Chris C. A. Spencer

    (Wellcome Trust Centre for Human Genetics, University of Oxford)

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.

Suggested Citation

  • Oliver S. P. Davis & Gavin Band & Matti Pirinen & Claire M. A. Haworth & Emma L. Meaburn & Yulia Kovas & Nicole Harlaar & Sophia J. Docherty & Ken B. Hanscombe & Maciej Trzaskowski & Charles J. C. Cur, 2014. "The correlation between reading and mathematics ability at age twelve has a substantial genetic component," Nature Communications, Nature, vol. 5(1), pages 1-6, September.
    • Handle: RePEc:nat:natcom:v:5:y:2014:i:1:d:10.1038_ncomms5204
    DOI: 10.1038/ncomms5204
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    Cited by:

    1. Laura Outhwaite & Jake Anders & Jo Van Herwegen, 2022. "Mathematics Attainment Falls Behind Reading in the Early Primary School Years," CEPEO Working Paper Series 22-06, UCL Centre for Education Policy and Equalising Opportunities, revised May 2022.

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