Reading ability is a complex task requiring the integration of multiple cognitive and perceptual systems supporting language, visual and orthographic processes, working memory, attention, motor movements, and higher-level comprehension and cognition. Estimates of genetic and environmental influences for some of these reading-related neurocognitive components vary across reports. By using a multi-level meta-analysis approach, we synthesized the results of behavioral genetic research on reading-related neurocognitive components (i.e. general reading, letter-word knowledge, phonological decoding, reading comprehension, spelling, phonological awareness, rapid automatized naming, and language) of 49 twin studies spanning 4.1–18.5 years of age, with a total sample size of more than 38,000 individuals. Except for language for which shared environment seems to play a more important role, the causal architecture across most of the reading-related neurocognitive components can be represented by the following equation a² > e² > c². Moderators analysis revealed that sex and spoken language did not affect the heritability of any reading-related skills; school grade levels moderated the heritability of general reading, reading comprehension and phonological awareness.

The heritability of reading and reading-related neurocognitive components: A multi-level meta-analysis / Andreola, C.; Mascheretti, S.; Belotti, R.; Ogliari, A.; Marino, C.; Battaglia, M.; Scaini, S.. - In: NEUROSCIENCE AND BIOBEHAVIORAL REVIEWS. - ISSN 0149-7634. - 121:(2021), pp. 175-200. [10.1016/j.neubiorev.2020.11.016]

The heritability of reading and reading-related neurocognitive components: A multi-level meta-analysis

Ogliari A.;Battaglia M.
Penultimo
;
Scaini S.
Ultimo
2021-01-01

Abstract

Reading ability is a complex task requiring the integration of multiple cognitive and perceptual systems supporting language, visual and orthographic processes, working memory, attention, motor movements, and higher-level comprehension and cognition. Estimates of genetic and environmental influences for some of these reading-related neurocognitive components vary across reports. By using a multi-level meta-analysis approach, we synthesized the results of behavioral genetic research on reading-related neurocognitive components (i.e. general reading, letter-word knowledge, phonological decoding, reading comprehension, spelling, phonological awareness, rapid automatized naming, and language) of 49 twin studies spanning 4.1–18.5 years of age, with a total sample size of more than 38,000 individuals. Except for language for which shared environment seems to play a more important role, the causal architecture across most of the reading-related neurocognitive components can be represented by the following equation a² > e² > c². Moderators analysis revealed that sex and spoken language did not affect the heritability of any reading-related skills; school grade levels moderated the heritability of general reading, reading comprehension and phonological awareness.
2021
Genetics
Heritability
Meta-analysis
Reading-related skills
Twin study
Cognition
Humans
Language
Linguistics
Comprehension
Reading
File in questo prodotto:
File Dimensione Formato  
1-s2.0-S0149763420306503-main.pdf

solo gestori archivio

Tipologia: PDF editoriale (versione pubblicata dall'editore)
Licenza: Copyright dell'editore
Dimensione 1.1 MB
Formato Adobe PDF
1.1 MB Adobe PDF   Visualizza/Apri   Richiedi una copia
1-s2.0-S0149763420306503-am.pdf

Open Access dal 01/03/2022

Tipologia: Post-print (versione valutata in peer review)
Licenza: Creative commons
Dimensione 759.75 kB
Formato Adobe PDF
759.75 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11768/117552
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 33
  • ???jsp.display-item.citation.isi??? 34
social impact