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Genetic and Environmental Influences on Inattention, Hyperactivity-Impulsivity, and Reading: Kindergarten to Grade 2
University of New England.
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University of Colorado.
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2010 (English)In: Scientific Studies of Reading, ISSN 1088-8438, E-ISSN 1532-799X, Vol. 14, no 4, 293-316 p.Article in journal (Refereed) Published
Abstract [en]

Twin children from Australia, Scandinavia, and the United States were assessed for inattention, hyperactivity-impulsivity, and reading across the first 3 school years. Univariate behavior-genetic analyses indicated substantial heritability for all three variables in all years. Longitudinal analyses showed one genetic source operating across the time span and a second entering in the second school year for each variable, though possibly not reliable for inattention. Other analyses confirmed previous findings of pleiotropy (shared genes) between inattention and reading and showed that this genetic overlap is in place from kindergarten onwards and is restricted to one of the genetic sources that affect reading and inattention. The results extend previous conclusions about the developmental trajectories of inattention, hyperactivity-impulsivity, and reading and their relationships. Limitations of this study are discussed, as are educational implications.

Place, publisher, year, edition, pages
Taylor and Francis , 2010. Vol. 14, no 4, 293-316 p.
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-58181DOI: 10.1080/10888430903150642ISI: 000279992000001OAI: diva2:342893
Available from: 2010-08-11 Created: 2010-08-09 Last updated: 2010-08-11

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Samuelsson, Stefan
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Department of Behavioural Sciences and LearningFaculty of Educational Sciences
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