ArticleTranslational psychiatry2019
Disentangling polygenic associations between attention-deficit/hyperactivity disorder, educational attainment, literacy and language.
Article in Translational psychiatry, 2019. 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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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.
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Who cites it
17 citing papers in PubMed, 33 citations in OpenAlex.
- Towards disentangling the polygenic contribution of dyslexia to school performance.Translational psychiatry · 2026Article
- Multivariate genome-wide association analysis of dyslexia and quantitative reading skill improves gene discovery.Translational psychiatry · 2025Article
- Disentangling multivariate relationships between cognition, language and social traits: structures of G, E, andbioRxiv : the preprint server for biology · 2025Article
- Association of premature birth and maternal education level on attention deficit hyperactivity disorder in children: A meta-analysis.World journal of psychiatry · 2024Article
- Gene - maltreatment interplay in adult ADHD symptoms: main role of a gene-environment correlation effect in a Brazilian population longitudinal study.Molecular psychiatry · 2024Article
- Dissecting the polygenic contribution of attention-deficit/hyperactivity disorder and autism spectrum disorder on school performance by their relationship with educational attainment.Molecular psychiatry · 2024Article
- The High Rates of Comorbidity among Neurodevelopmental Disorders: Reconsidering the Clinical Utility of Distinct Diagnostic Categories.Journal of personalized medicine · 2024Review
- Genetic architecture of ADHD and overlap with other psychiatric disorders and cognition-related phenotypes.Neuroscience and biobehavioral reviews · 2023Review
- Article
- Multivariate genome-wide covariance analyses of literacy, language and working memory skills reveal distinct etiologies.NPJ science of learning · 2021Article
- Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia.Molecular psychiatry · 2021Article
- A rare missense variant in the ATP2C2 gene is associated with language impairment and related measures.Human molecular genetics · 2021Article
- The Polygenic Nature and Complex Genetic Architecture of Specific Learning Disorder.Brain sciences · 2021Review
- Article
- Is atypical rhythm a risk factor for developmental speech and language disorders?Wiley interdisciplinary reviews. Cognitive science · 2020Review
- Polygenic risk score analysis revealed shared genetic background in attention deficit hyperactivity disorder and narcolepsy.Translational psychiatry · 2020Article
- Neurofibromatosis Type 1 Implicates Ras Pathways in the Genetic Architecture of Neurodevelopmental Disorders.Behavior genetics · 2020Review
Corrections and comments
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Authors and funding
14 authors at 14 institutions in 6 countries.
Funding
Abstract
Interpreting polygenic overlap between ADHD and both literacy-related and language-related impairments is challenging as genetic associations might be influenced by indirectly shared genetic factors. Here, we investigate genetic overlap between polygenic ADHD risk and multiple literacy-related and/or language-related abilities (LRAs), as assessed in UK children (N ≤ 5919), accounting for genetically predictable educational attainment (EA). Genome-wide summary statistics on clinical ADHD and years of schooling were obtained from large consortia (N ≤ 326,041). Our findings show that ADHD-polygenic scores (ADHD-PGS) were inversely associated with LRAs in ALSPAC, most consistently with reading-related abilities, and explained ≤1.6% phenotypic variation. These polygenic links were then dissected into both ADHD effects shared with and independent of EA, using multivariable regressions (MVR). Conditional on EA, polygenic ADHD risk remained associated with multiple reading and/or spelling abilities, phonemic awareness and verbal intelligence, but not listening comprehension and non-word repetition. Using conservative ADHD-instruments (P-threshold < 5 × 10
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