The etiology of mathematical and reading (dis)ability covariation in a sample of Dutch twins

The genetic etiology of mathematical and reading (dis)ability has been studied in a number of distinct samples, but the true nature of the relationship between the two remains unclear. Data from the Netherlands Twin Register was used to determine the etiology of the relationship between mathematical and reading (dis)ability in adolescent twins. Ratings of mathematical and reading problems were obtained from parents of over 1500 twin pairs. Results of bivariate structural equation modeling showed a genetic correlation around .60, which explained over 90% of the phenotypic correlation between ma... Mehr ...

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Verfasser: Markowitz, E.M.
Willemsen, G.
Trumbetta, S.L.
van Beijsterveldt, C.E.M.
Boomsma, D.I.
Dokumenttyp: Artikel
Erscheinungsdatum: 2005
Reihe/Periodikum: Markowitz , E M , Willemsen , G , Trumbetta , S L , van Beijsterveldt , C E M & Boomsma , D I 2005 , ' The etiology of mathematical and reading (dis)ability covariation in a sample of Dutch twins ' , Twin Research and Human Genetics , vol. 8 , no. 6 , pp. 585-593 . https://doi.org/10.1375/183242705774860132
Schlagwörter: /dk/atira/pure/keywords/cohort_studies/netherlands_twin_register_ntr_ / name=Netherlands Twin Register (NTR) / /dk/atira/pure/sustainabledevelopmentgoals/quality_education / name=SDG 4 - Quality Education
Sprache: Englisch
Permalink: https://search.fid-benelux.de/Record/base-27230505
Datenquelle: BASE; Originalkatalog
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Link(s) : https://research.vu.nl/en/publications/e8d4e8d5-3f58-47bb-a143-c122d785f128

The genetic etiology of mathematical and reading (dis)ability has been studied in a number of distinct samples, but the true nature of the relationship between the two remains unclear. Data from the Netherlands Twin Register was used to determine the etiology of the relationship between mathematical and reading (dis)ability in adolescent twins. Ratings of mathematical and reading problems were obtained from parents of over 1500 twin pairs. Results of bivariate structural equation modeling showed a genetic correlation around .60, which explained over 90% of the phenotypic correlation between mathematical and reading ability. The genetic model was the same for males and females.