Reading and Generalist Genes

Autor/inn/en	Haworth, Claire M. A.; Meaburn, Emma L.; Harlaar, Nicole; Plomin, Robert
Titel	Reading and Generalist Genes
Quelle	In: Mind, Brain, and Education, 1 (2007) 4, S.173-180 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/j.1751-228X.2007.00018.x
Schlagwörter	Early Reading; Prevention; Learning Disabilities; Genetics; Reading Ability; Cognitive Ability; Hypothesis Testing; Correlation; Literacy; Intervention; Prediction; Influences; Neurology; Cognitive Science; Brain; Twins; Elementary School Students + Suchen Sie Ihr Suchwort? Frühlesen; Prävention; Vorbeugung; Learning handicap; Lernbehinderung; Humangenetik; Reading competence; Lesekompetenz; Denkfähigkeit; Hypothesenprüfung; Hypothesentest; Korrelation; Alphabetisierung; Schreib- und Lesefähigkeit; Vorhersage; Influence; Einfluss; Einflussfaktor; Neurologie; Kognitionswissenschaft; Gehirn; Twin; Zwilling
Abstract	Twin-study research suggests that many (but not all) of the same genes contribute to genetic influence on diverse learning abilities and disabilities, a hypothesis called "generalist genes". This generalist genes hypothesis was tested using a set of 10 DNA markers (single nucleotide polymorphisms [SNPs]) found to be associated with early reading ability in a study of 4,258 7-year-old children that screened 100,000 SNPs. Using the same sample, we show that this early reading SNP set also correlates with other aspects of literacy, components of mathematics, and more general cognitive abilities. These results provide support for the generalist genes hypothesis. Although the effect size of the current SNP set is small, such SNP sets could eventually be used to predict genetic risk for learning disabilities as well as to prescribe genetically tailored intervention and prevention programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10