Reading disability and hyperactivity disorder: Evidence for a common genetic etiology

Light, Jacquelyn Gillis; Pennington, Bruce F.; Gilger, Jeffrey W.; DeFries, John C.

doi:10.1080/87565649509540623

Cited by 71 publications

(61 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Math performance may be especially sensitive to interventions focusing on inattentive symptoms, 43 since, according to our results, the general cognitive underpinnings of math performance are likely to be fully mediated by behavioral inattention. Although some studies have argued that intelligence may not influence the relationship between ADHD and academic performance, 20,21 the mediation analyses used in the present study suggest that this could be a misinterpretation of the direct and indirect effects of these variables. Considering a cognitive-to-behavioral influence on academic problems, fluid intelligence evaluation in the context of inattentive problems would be extremely relevant for better prediction of academic outcomes.…”

Section: Discussionmentioning

confidence: 49%

See 1 more Smart Citation

ADHD inattentive symptoms mediate the relationship between intelligence and academic performance in children aged 6-14

Costa

Paula

Júnior

et al. 2014

Rev. Bras. Psiquiatr.

View full text Add to dashboard Cite

Objective: Fluid intelligence and the behavioral problems of attention-deficit/hyperactivity disorder (ADHD) are related to academic performance, but how this association occurs is unclear. This study aimed to assess mediation and moderation models that test possible pathways of influence between these factors. Methods: Sixty-two children with ADHD and 33 age-matched, typically developing students were evaluated with Raven's Colored Progressive Matrices and the spelling and arithmetic subtests of the Brazilian School Achievement Test. Dimensional ADHD symptomatology was reported by parents. Results: Our findings suggest that fluid intelligence has a significant impact on academic tests through inattention. The inattentive dimension was the principal behavioral source of influence, also accounting for the association of hyperactive-impulsive manifestations with school achievement. This cognitive-to-behavioral influence path seems to be independent of diagnosis related group, and gender, but lower socioeconomic status might increase its strength. Conclusion: Fluid intelligence is a relevant factor in the influence of ADHD behavioral symptoms on academic performance, but its impact is indirect. Therefore, early identification of both fluid intelligence and inattentive symptoms is of the utmost importance to prevent impaired academic performance and future difficulties in functioning.

show abstract

Section: Discussionmentioning

confidence: 49%

“…20,21 On the other hand, cognitive impairment may lead to more severe ADHD symptoms, suggesting a clear relationship between the cognitive and behavioral aspects of ADHD. 22,23 Still, these results are not necessarily opposites.…”

Section: Introductionmentioning

confidence: 99%

ADHD inattentive symptoms mediate the relationship between intelligence and academic performance in children aged 6-14

Costa

Paula

Júnior

et al. 2014

Rev. Bras. Psiquiatr.

View full text Add to dashboard Cite

show abstract

“…Twin studies also enable estimates of the heritability of DD, that is the proportion of phenotypic variation attributable to genetic variation, with figures ranging from 0.30 to 0.70 [27,42,64,182], depending on the diagnostic criteria, age and sample size (see Fig. 1) [38,79,106,136].…”

Section: Heritability Of Ddmentioning

confidence: 99%

Genetics of developmental dyslexia

Scerri

Schulte‐Körne

2009

Eur Child Adolesc Psychiatry

189

137

View full text Add to dashboard Cite

Developmental dyslexia is a highly heritable disorder with a prevalence of at least 5% in school-aged children. Linkage studies have identified numerous loci throughout the genome that are likely to harbour candidate dyslexia susceptibility genes. Association studies and the refinement of chromosomal translocation break points in individuals with dyslexia have resulted in the discovery of candidate genes at some of these loci. A key function of many of these genes is their involvement in neuronal migration. This complements anatomical abnormalities discovered in dyslexic brains, such as ectopias, that may be the result of irregular neuronal migration.

show abstract

“…These analyses permit exploration of the extent to which genetic and environmental factors overlap across the two domains by examining genetic and environmental sources of covariance between the two measures rather than the variance of each measure considered separately (Plomin, DeFries, McClearn, & McGuffin, 2001). Multivariate genetic research exploring the etiology of comorbidity between diagnoses of ADHD and reading disability (RD) suggests that there is a significant genetic overlap between the two disorders (Light, Pennington, Gilger, & DeFries, 1995;Willcutt, Pennington, & DeFries, 2000). For example, Willcutt et al report a bivariate group heritability of .23 estimating the extent to which proband RD diagnoses are attributable to genetic influences that are common to diagnoses of ADHD.…”

mentioning

confidence: 99%

Why are Hyperactivity and Academic Achievement Related?

Saudino

Plomin

2007

Child Development

View full text Add to dashboard Cite

Although a negative association between hyperactivity and academic achievement is well documented, little is known about the genetic and/or environmental mechanisms responsible for the association. The present study explored links between parent and teacher ratings of hyperactive behavior problems and teacher-assessed achievement in a sample of 1,876 twin pairs (mean age 7.04 years). The results did not differ across rater, nor were there significant differences between males or females or for twins in the same or different classrooms. Hyperactivity was significantly correlated with achievement. Multivariate model-fitting analyses revealed significant genetic and nonshared environmental covariance between the two phenotypes. In addition, bivariate heritabilities were substantial, indicating that the phenotypic correlations between hyperactivity and achievement were largely mediated by genetic influences.Children with attention-deficit/hyperactivity disorder (ADHD) are typically academic underachievers. It has been estimated that anywhere from 9% to 80% of children with ADHD have significant learning problems (Frick et al., 1991;Rabiner & Malone, 2004;Rapport, Scanlan, & Denney, 1999). This association is, however, not limited to diagnoses of ADHD in clinical populations. When viewed as a continuously distributed trait consisting of behavioral problems of overactivity, impulsivity, and inattentiveness (Taylor, 1998), hyperactivity also reliably predicts academic underachievement. Dimensional measures of hyperactive problem behaviors in population-based samples are consistently associated with academic achievement such that children who display more hyperactive/inattentive behavior problems tend to perform more poorly in math, reading, language, and global measures of academic achievement (e.g., Adams, Snowling, Hennessy, & Kind, 1999;Barriga et al., 2002;DuPaul, 1991;Fergusson & Horwood, 1995;Merrell & Tymms, 2001;Rapport et al., 1999). Moreover, early hyperactive/inattentive behavior problems are predictive of academic achievement assessed up to 10 years later (Fergusson, Lynskey, & Horwood, 1997;McGee, Prior, Williams, Smart, & Sanson, 2002;Rabiner & Malone, 2004;Rapport et al., 1999). These associations hold when hyperactivity is assessed via parent or teacher ratings of problem behaviors (e.g., Adams et al., 1999;DuPaul, 1991;Goodman & Stevenson, 1989a) or temperament (e.g., Coplan, Barber, & Lagacé-Séguin, 1999; Martin & © 2007 by the Society for Research in Child Development, Inc. All rights reserved. Correspondence concerning this article should be addressed to Kimberly J. Saudino at the Psychology Department, Boston University, 64 Cummington St., Boston, MA 02215. Electronic mail may be sent to ksaudino@bu.edu. . NIH Public Access Author ManuscriptChild Dev. Author manuscript; available in PMC 2014 July 22. Published in final edited form as:Child Dev. 2007 ; 78(3): 972-986. doi:10.1111/j.1467-8624.2007.01044.x. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript Holbrook, ...

show abstract

Reading disability and hyperactivity disorder: Evidence for a common genetic etiology

Cited by 71 publications

References 27 publications

ADHD inattentive symptoms mediate the relationship between intelligence and academic performance in children aged 6-14

ADHD inattentive symptoms mediate the relationship between intelligence and academic performance in children aged 6-14

Genetics of developmental dyslexia

Why are Hyperactivity and Academic Achievement Related?

Contact Info

Product

Resources

About