Genetic and environmental influences on the growth of early reading skills

Petrill, Stephen A.; Hart, Sara A.; Harlaar, Nicole; Logan, Jessica; Justice, Laura M.; Schatschneider, Christopher; Thompson, Lee A.; DeThorne, Laura S.; Deater‐Deckard, Kirby; Cutting, Laurie E.

doi:10.1111/j.1469-7610.2009.02204.x

Cited by 47 publications

(74 citation statements)

References 32 publications

(42 reference statements)

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“…Our findings complement the recent behavioral genetic studies showing that rapid naming and, to a lesser extent, phonological awareness difficulties are heritable (e.g., Petrill et al, 2010;Samuelsson et al, 2007) and that the genetic effects of RAN Examining the Double-Deficit Hypothesis 24…”

Section: Examining the Double-deficit Hypothesis 23 Discussionsupporting

confidence: 73%

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

Torppa

Georgiou

Salmi

et al. 2012

Scientific Studies of Reading

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Section: Examining the Double-deficit Hypothesis 23 Discussionsupporting

confidence: 73%

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

Torppa

Georgiou

Salmi

et al. 2012

Scientific Studies of Reading

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“…In the study of Walters et al (2010), most patients (about 220 out of 288 patients in the Irish sample) had an IQ of o100 and the directions of the associations were consistent with our results in patients with lower IQ. By contrast, although no IQ data were available in Hashimoto et al (2010), their patients had a high level of education with a mean of 414 years and a SD of about 2 years, who as a group were likely to have above average IQ because of the high correlation between IQ and education levels (Petrill et al (2010)). Hashimoto et al (2010) found a link between A allele and poorer cognitive function, which is similar to our results in patients with relatively high IQ.…”

Section: Discussionmentioning

confidence: 99%

Evidence of IQ-Modulated Association Between ZNF804A Gene Polymorphism and Cognitive Function in Schizophrenia Patients

Chen

Zhai

et al. 2012

Neuropsychopharmacol

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ZNF804A gene polymorphism rs1344706 has been suggested as the most compelling case of a candidate gene for schizophrenia by a genome-wide association study and several replication studies. The current study of 570 schizophrenia patients and 448 controls again found significantly different genotype frequencies of rs1344706 between patients and controls. More important, we found that this association was modulated by IQ, with a stronger association among individuals with relatively high IQ, which replicated results of Walters et al, 2010. We further examined whether this IQ-modulated association also existed between the SNP and the intermediate phenotypes (working memory and executive functions) of schizophrenia. Data were available from an N-back task (366 patients and 414 controls) and the attention network task (361 patients and 416 controls). We found that the SNP and IQ had significant interaction effects on the intermediate phenotypes for patients, but not for controls. The disease risk allele was associated with poorer cognitive function in patients with high IQ, but better cognitive function in patients with low IQ. Together, these results indicated that IQ may modulate the role of rs1344706 in the etiology of both schizophrenia and its cognitive impairments, and pointed to the necessity of considering general cognitive function as indexed by IQ in the future studies of genetic bases of schizophrenia.

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“…In longitudinal studies, naming speed has proven to be rather stable and naming speed deficits appear to be persistent in nature (e.g., Powell, Stainthorp, & Stuart, 2014). Some part of this stability can be explained by genetic sources, as a strong genetic influence has been shown in RAN performance (e.g., Byrne et al, 2006;Christopher et al, 2015;Davis et al, 2001;Petrill, Deater-Deckard, Thompson, DeThorne, & Schatschneider, 2006;Petrill et al, 2010;Samuelsson et al, 2007). There is also recent research evidence for specific genes that have been associated with RAN performance (Naples, Chang, Katz, & Grigorenko, 2009), some of them the same as those previously associated with dyslexia (Rubenstein, Raskind, Berninger, Matsushita, & Wijsman, 2014).…”

Section: What Is Rapid Automatized Naming (Ran)?mentioning

confidence: 99%

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Heikkilä

Aro

Närhi

et al. 2013

Scientific Studies of Reading

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This research evaluated the ability to retrieve and fluently name serially presented familiar items, known as rapid automatized naming (RAN), as an underlying skill in reading disability and its role in a reading fluency intervention. The specificity of RAN on reading was examined in two studies among children with learning difficulties. These two studies showed that RAN was most strongly related to reading disabilities (RD), and less clearly related to math or attention deficits. This was especially true when RD was defined as reading speed or fluency. The association between RAN and RD was also examined within the framework of the double-deficit hypothesis (DDH), in which RAN is assumed to contribute independently to RD along with phonological awareness. The results among children with learning difficulties supported the DDH in that RAN was not related to phonological awareness but had a unique connection with reading fluency and speed. Children with double-deficit performed poorer in reading and spelling skills compared to the groups with a single deficit or controls. The reading fluency intervention, conducted among children with poor reading skill, showed significant effects on the repeated recognition of sublexical units (syllables). Moreover, a wordlevel transfer effect, which was also the strongest syllable-level intervention effect, was found for infrequent syllables. Reading fluency gains were greatest for the children with the lowest pre-intervention reading skills. The results showed that although RAN was associated with initial reading speed, it did not have an effect on the intervention gains. These studies strengthen the role of RAN as an independent skill underlying reading disabilities in a transparent language (Finnish) where reading disabilities are most strongly manifested as dysfluent reading. While comorbid learning problems were common and should be acknowledged in the assessment and intervention of reading, the slow naming speed found here indicated deficits specific to reading fluency. Despite the persistent nature of naming and reading fluency deficits, reading fluency does not seem to be resistant to intervention even when accompanied with naming speed deficits.Keywords: rapid automatized naming, reading disabilities, reading fluency, reading speed, learning disability, comorbidity, reading intervention Tämän tutkimuksen keskiössä olivat lukemisen sujuvuus sekä nopea sarjallinen nimeäminen (rapid automatized naming, RAN), kyky hakea mielestä ja nimetä sujuvasti sarjallisessa muodossa esitettyjä tuttuja nimikkeitä. Tässä tutkimuksessa arvioitiin erityisesti RAN:n roolia lukemisvaikeuksien taustataitona sekä sen yhteyttä lukemisen sujuvuuden kuntouttamiseen. RAN:n spesifiä yhteyttä lukemiseen tutkittiin kahdessa osatutkimuksessa, joiden kohderyhmänä olivat kouluikäiset oppimisvaikeuksiset lapset. Tulokset osoittivat, että RAN oli matematiikan ja tarkkavuuden ongelmia vahvemmin yhteydessä lukemisvaikeuksiin, erityisesti kun lukemisvaikeus oli määritelty lukemisen nopeuden tai suj...

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Genetic and environmental influences on the growth of early reading skills

Cited by 47 publications

References 32 publications

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

Evidence of IQ-Modulated Association Between ZNF804A Gene Polymorphism and Cognitive Function in Schizophrenia Patients

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

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