ArticleChild development
Word reading fluency: role of genome-wide single-nucleotide polymorphisms in developmental stability and correlations with print exposure.
Article in Child development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed.
- Literacy skills seem to fuel literacy enjoyment, rather than vice versa.Developmental science · 2023Article
- A genome-wide association study identifies a new variant associated with word reading fluency in Chinese children.Genes, brain, and behavior · 2023Article
- The Polygenic Nature and Complex Genetic Architecture of Specific Learning Disorder.Brain sciences · 2021Review
- Stability of core language skill from infancy to adolescence in typical and atypical development.Science advances · 2018Article
- Genome-Wide Polygenic Scores Predict Reading Performance Throughout the School Years.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2017Article
- Continuity and Stability in Development.Child development perspectives · 2017Article
- 'Mr Cummings clearly does not understand the science of genetics and should maybe go back to school on the subject': an exploratory content analysis of the online comments beneath a controversial news story.Life sciences, society and policy · 2016Article
- Stability of core language skill across the first decade of life in children at biological and social risk.Journal of child psychology and psychiatry, and allied disciplines · 2016Article
- The interface between genetics and psychology: lessons from developmental dyslexia.Proceedings. Biological sciences · 2015Review
- Genotype-environment correlation in the era of DNA.Behavior genetics · 2014Article
- Does learning to read improve intelligence? A longitudinal multivariate analysis in identical twins from age 7 to 16.Child developmentArticle
- A sibling-comparison study of smoking during pregnancy and risk for reading-related problems.Neurotoxicology and teratologyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
The genetic effects on individual differences in reading development were examined using genome-wide complex trait analysis (GCTA) in a twin sample. In unrelated individuals (one twin per pair, n = 2,942), the GCTA-based heritability of reading fluency was ~20%-29% at ages 7 and 12. GCTA bivariate results showed that the phenotypic stability of reading fluency from 7 to 12 years (r = 0.69) is largely driven by genetic stability (genetic r = 0.69). Genetic effects on print exposure at age 12 were moderate (~26%) and correlated with those influencing reading fluency at 12 (genetic r = 0.89), indicative of a gene-environment correlation. These findings were largely consistent with quantitative genetic twin analyses that used both twins in each pair (n = 1,066-1,409).
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.