The heritability of reading and reading-related neurocognitive components: A multi-level meta-analysis.

Abstract:

:Reading ability is a complex task requiring the integration of multiple cognitive and perceptual systems supporting language, visual and orthographic processes, working memory, attention, motor movements, and higher-level comprehension and cognition. Estimates of genetic and environmental influences for some of these reading-related neurocognitive components vary across reports. By using a multi-level meta-analysis approach, we synthesized the results of behavioral genetic research on reading-related neurocognitive components (i.e. general reading, letter-word knowledge, phonological decoding, reading comprehension, spelling, phonological awareness, rapid automatized naming, and language) of 49 twin studies spanning 4.1-18.5 years of age, with a total sample size of more than 38,000 individuals. Except for language for which shared environment seems to play a more important role, the causal architecture across most of the reading-related neurocognitive components can be represented by the following equation a² > e² > c². Moderators analysis revealed that sex and spoken language did not affect the heritability of any reading-related skills; school grade levels moderated the heritability of general reading, reading comprehension and phonological awareness.

journal_name

Neurosci Biobehav Rev

authors

Andreola C,Mascheretti S,Belotti R,Ogliari A,Marino C,Battaglia M,Scaini S

doi

10.1016/j.neubiorev.2020.11.016

subject

Has Abstract

pub_date

2021-02-01 00:00:00

pages

175-200

eissn

0149-7634

issn

1873-7528

pii

S0149-7634(20)30650-3

journal_volume

121

pub_type

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