Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/8152
Title: Heritability of High Reading Ability and its Interaction with Parental Education
Contributor(s): Friend, Angela (author); DeFries, John C (author); Keenan, Janice M (author); Olson, Richard K (author); Pennington, Bruce (author); Harlaar, Nicole (author); Byrne, Brian J  (author)orcid ; Samuelsson, Stefan (author); Willcutt, Erik G (author); Wadsworth, Sally J (author); Corley, Robin (author)
Publication Date: 2009
DOI: 10.1007/s10519-009-9263-2
Handle Link: https://hdl.handle.net/1959.11/8152
Abstract: Moderation of the level of genetic influence on children's high reading ability by environmental influences associated with parental education was explored in two independent samples of identical and fraternal twins from the United States and Great Britain. For both samples, the heritability of high reading performance increased significantly with lower levels of parental education. Thus, resilience (high reading ability despite lower environmental support) is more strongly influenced by genotype than is high reading ability with higher environmental support. This result provides a coherent account when considered alongside results of previous research showing that heritability for low reading ability decreased with lower levels of parental education.
Publication Type: Journal Article
Source of Publication: Behavior Genetics, 39(4), p. 427-436
Publisher: Springer New York LLC
Place of Publication: United States of America
ISSN: 1573-3297
0001-8244
Field of Research (FOR): 170102 Developmental Psychology and Ageing
170103 Educational Psychology
170101 Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology)
Socio-Economic Outcome Codes: 930102 Learner and Learning Processes
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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