Cookies on this website

We use cookies to ensure that we give you the best experience on our website. If you click 'Accept all cookies' we'll assume that you are happy to receive all cookies and you won't see this message again. If you click 'Reject all non-essential cookies' only necessary cookies providing core functionality such as security, network management, and accessibility will be enabled. Click 'Find out more' for information on how to change your cookie settings.

Dissecting how genetic and environmental influences impact on learning is helpful for maximizing numeracy and literacy. Here we show, using twin and genome-wide analysis, that there is a substantial genetic component to children's ability in reading and mathematics, and estimate that around one half of the observed correlation in these traits is due to shared genetic effects (so-called Generalist Genes). Thus, our results highlight the potential role of the learning environment in contributing to differences in a child's cognitive abilities at age twelve.

Original publication

DOI

10.1038/ncomms5204

Type

Journal article

Journal

Nat Commun

Publication Date

08/07/2014

Volume

5

Keywords

Child, Dyslexia, Female, Genetics, Population, Genome-Wide Association Study, Humans, Learning, Male, Mathematics, Polymorphism, Single Nucleotide, Quantitative Trait, Heritable, Reading, Twins, United Kingdom