ArticleJournal of child psychology and psychiatry, and allied disciplines2012
Gene by environment interactions influencing reading disability and the inattentive symptom dimension of attention deficit/hyperactivity disorder.
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 17 papers.
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17 citing papers in PubMed, 41 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
- Effects of White Noise on Academic Skills in Children with ADHD and Specific Learning Disorders: New Perspectives for Personalised Rehabilitation and Educational Intervention.Pediatric reports · 2026Article
- Individual differences in sensitivity to positive home environment among children "at risk" for attention-deficit/hyperactivity disorder: A review.Frontiers in psychiatry · 2022Review
- The Differential Relations Between ADHD and Reading Comprehension: A Quantile Regression and Quantile Genetic Approach.Behavior genetics · 2021Article
- [Intellectual characteristics of children with attention deficit hyperactivity disorder and developmental dyslexia].Zhongguo dang dai er ke za zhi = Chinese journal of contemporary pediatrics · 2021Article
- Tracking Familial History of Reading and Math Difficulties in Children's Academic Outcomes.Frontiers in psychology · 2021Article
- Priorities in the Interdisciplinary Approach of Specific Learning Disorders (SLD) in Children with Type I Diabetes Mellitus (T1DM). From Theory to Practice.Brain sciences · 2020Review
- Effect of READ1 on latent profiles of reading disorder and comorbid attention and language impairment subtypes.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 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
- The effects of parental education on exercise behavior in childhood and youth: a study in Dutch and Finnish twins.Scandinavian journal of medicine & science in sports · 2017Article
- Mutation of the Dyslexia-Associated Gene Dcdc2 Enhances Glutamatergic Synaptic Transmission Between Layer 4 Neurons in Mouse Neocortex.Cerebral cortex (New York, N.Y. : 1991) · 2016Article
- The Roles of Genes in the Neuronal Migration and Neurite Outgrowth Network in Developmental Dyslexia: Single- and Multiple-Risk Genetic Variants.Molecular neurobiology · 2016Article
- Prevalence and Patterns of Learning Disabilities in School Children.Indian journal of pediatrics · 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
- Specific Learning Disorders and ADHD: Current Issues in Diagnosis Across Clinical and Educational Settings.Current psychiatry reports · 2015Review
- The dyslexia-associated gene DCDC2 is required for spike-timing precision in mouse neocortex.Biological psychiatry · 2014Article
- Parental involvement moderates etiological influences on attention deficit hyperactivity disorder behaviors in child twins.Child developmentArticle
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4 authors at 2 institutions in 1 country.
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Abstract
backgroundReading disability (RD) and attention deficit/hyperactivity disorder (ADHD) are comorbid and genetically correlated, especially the inattentive dimension of ADHD (ADHD-I). However, previous research indicates that RD and ADHD enter into opposite gene by environment (G × E) interactions.
methodsThis study used behavioral genetic methods to replicate these opposite G × E interactions in a sample of same-sex monozygotic and dizygotic twin pairs from the Colorado Learning Disabilities Research Center (CLDRC; DeFries et al., 1997) and to test a genetic hypothesis for why these opposite interactions occur.
resultsWe replicated opposite G × E interactions for RD (bioecological) and ADHD-I (diathesis-stress) with parental education in the same sample of participants. The genetic hypothesis for this opposite pattern of interactions is that only genes specific to each disorder enter into these opposite interactions, not the shared genes underlying their comorbidity. To test this hypothesis, we used single models with an exploratory three-way interaction, in which the G × E interactions for each disorder were moderated by comorbidity. Neither three-way interaction was significant. The heritability of RD did not vary as a function of parental education and ADHD-I. Similarly, the heritability of ADHD-I did not vary as a function of parental education and RD.
conclusionsWe documented opposite G × E interactions in RD and ADHD-I in the same overall twin sample, but the explanation for this apparent paradox remains unclear. Examining specific genes and more specific environmental factors may help resolve the paradox.
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