ArticleJournal of child psychology and psychiatry, and allied disciplines2012
A longitudinal twin study on the association between ADHD symptoms and reading.
Article in Journal of child psychology and psychiatry, and allied disciplines, 2012. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 26 papers.
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26 citing papers in PubMed, 74 citations in OpenAlex.
- Associations between READ1 deletion, reading proficiency, and white matter network organisation in children with and without developmental dyslexia.Brain structure & function · 2026Article
- *Co-Occurrence and Causality Among ADHD, Dyslexia, and Dyscalculia.Psychological science · 2025Article
- Domain Specific and Cross Domain Associations between PASS Cognitive Processes and Academic Achievement.Behavioral sciences (Basel, Switzerland) · 2023Article
- The Differential Relations Between ADHD and Reading Comprehension: A Quantile Regression and Quantile Genetic Approach.Behavior genetics · 2021Article
- Volitional eye movement control and ADHD traits: a twin study.Journal of child psychology and psychiatry, and allied disciplines · 2020Article
- Associations between Learning and Behavioral Difficulties in Second-Grade Children.Children (Basel, Switzerland) · 2020Article
- A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit Hyperactivity Disorder Symptoms and Reading and Math.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2020Article
- Inattentiveness and Language Abilities in Preschoolers: A Latent Profile Analysis.Journal of abnormal child psychology · 2019Article
- The Effect of Neurocognitive Function on Math Computation in Pediatric ADHD: Moderating Influences of Anxious Perfectionism and Gender.Child psychiatry and human development · 2018Article
- Home Environmental and Behavioral Risk Indices for Reading Achievement.Learning and individual differences · 2017Article
- Attentional selection predicts rapid automatized naming ability in Chinese-speaking children with ADHD.Scientific reports · 2017Article
- Attention-deficit hyperactivity disorder in elementary school students in Shantou, China: prevalence, subtypes, and influencing factors.Neuropsychiatric disease and treatment · 2017Article
- Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/ Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks.Frontiers in psychology · 2017Article
- Relationship between early language skills and the development of inattention/hyperactivity symptoms during the preschool period: Results of the EDEN mother-child cohort.BMC psychiatry · 2016Article
- Early language mediates the relations between preschool inattention and school-age reading achievement.Neuropsychology · 2016Article
- Common polygenic risk for autism spectrum disorder (ASD) is associated with cognitive ability in the general population.Molecular psychiatry · 2016Article
- The Colorado Longitudinal Twin Study of Reading Difficulties and ADHD: Etiologies of Comorbidity and Stability.Twin research and human genetics : the official journal of the International Society for Twin Studies · 2015Article
- Codevelopment of ADHD and externalizing behavior from childhood to adulthood.Journal of child psychology and psychiatry, and allied disciplines · 2015Article
- Article
- Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers.Journal of research on educational effectiveness · 2014Article
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4 authors at 2 institutions in 1 country.
Funding
Abstract
backgroundAttention deficit hyperactivity disorder (ADHD) and reading disability commonly co-occur because of shared genetic risk factors. However, the stability and change of these genetic influences and the predictive relationships underlying this association longitudinally remain unclear.
methodsADHD symptoms and reading were assessed as continuous dimensions in a UK general population sample of approximately 7,000 twin pairs. Parent ratings of ADHD symptoms and teacher ratings of reading were obtained at two ages: middle childhood (ages 7-8 years) and early adolescence (ages 11-12 years). Cross-lagged quantitative genetic analyses were applied.
resultsADHD symptoms and reading significantly predicted each other over time. However, ADHD symptoms were a significantly stronger predictor of reading than vice versa. Inattentive and hyperactive-impulsive symptoms of ADHD both contributed to the prediction of reading, but inattentiveness was a significantly stronger predictor. Furthermore, ADHD symptoms and reading were highly heritable, and their association was primarily attributable to shared genetic influences. Despite notable genetic innovation for each trait, genetic factors involved in the association of ADHD symptoms and reading over time were highly stable.
conclusionsADHD symptoms may put children at increased risk for reading problems and vice versa. Moreover, enduring genetic mechanisms appear to be important in the association of ADHD symptoms and reading over time.
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