Generalist genes and learning disabilities: a multivariate genetic analysis of low performance in reading, mathematics, language and general cognitive ability in a sample of 8000 12-year-old twins / Claire Margaret Alison HAWORTH in Journal of Child Psychology and Psychiatry, 50-10 (October 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-10 (October 2009) . - p.1328-1325 Titre : Generalist genes and learning disabilities: a multivariate genetic analysis of low performance in reading, mathematics, language and general cognitive ability in a sample of 8000 12-year-old twins Type de document : Texte imprimé et/ou numérique Auteurs : Claire Margaret Alison HAWORTH, Auteur ; Stephen A. PETRILL, Auteur ; Yulia KOVAS, Auteur ; Philip S. DALE, Auteur ; Nicole HARLAAR, Auteur ; Robert PLOMIN, Auteur ; Marianna E. HAYIOU-THOMAS, Auteur Année de publication : 2009 Article en page(s) : p.1328-1325 Langues : Anglais (eng) Mots-clés : Learning-disability twins behavioral-genetics generalist-genes Index. décimale : PER Périodiques Résumé : Background: Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Methods: Using a representative sample of 4000 pairs of 12-year-old twins from the UK Twins Early Development Study, we investigated the genetic and environmental overlap between internet-based batteries of language and general cognitive ability tests in addition to tests of reading and mathematics for the bottom 15% of the distribution using DeFries–Fulker extremes analysis. We compared these results to those for the entire distribution. Results: All four traits were highly correlated at the low extreme (average group phenotypic correlation = .58). and in the entire distribution (average phenotypic correlation = .59). Genetic correlations for the low extreme were consistently high (average = .67), and non-shared environmental correlations were modest (average = .23). These results are similar to those seen across the entire distribution (.68 and .23, respectively). Conclusions: The 'Generalist Genes Hypothesis' holds for language and general cognitive disabilities, as well as reading and mathematics disabilities. Genetic correlations were high, indicating a strong degree of overlap in genetic influences on these diverse traits. In contrast, non-shared environmental influences were largely specific to each trait, causing phenotypic differentiation of traits. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02114.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839 [article] Generalist genes and learning disabilities: a multivariate genetic analysis of low performance in reading, mathematics, language and general cognitive ability in a sample of 8000 12-year-old twins [Texte imprimé et/ou numérique] / Claire Margaret Alison HAWORTH, Auteur ; Stephen A. PETRILL, Auteur ; Yulia KOVAS, Auteur ; Philip S. DALE, Auteur ; Nicole HARLAAR, Auteur ; Robert PLOMIN, Auteur ; Marianna E. HAYIOU-THOMAS, Auteur . - 2009 . - p.1328-1325. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-10 (October 2009) . - p.1328-1325 Mots-clés : Learning-disability twins behavioral-genetics generalist-genes Index. décimale : PER Périodiques Résumé : Background: Our previous investigation found that the same genes influence poor reading and mathematics performance in 10-year-olds. Here we assess whether this finding extends to language and general cognitive disabilities, as well as replicating the earlier finding for reading and mathematics in an older and larger sample. Methods: Using a representative sample of 4000 pairs of 12-year-old twins from the UK Twins Early Development Study, we investigated the genetic and environmental overlap between internet-based batteries of language and general cognitive ability tests in addition to tests of reading and mathematics for the bottom 15% of the distribution using DeFries–Fulker extremes analysis. We compared these results to those for the entire distribution. Results: All four traits were highly correlated at the low extreme (average group phenotypic correlation = .58). and in the entire distribution (average phenotypic correlation = .59). Genetic correlations for the low extreme were consistently high (average = .67), and non-shared environmental correlations were modest (average = .23). These results are similar to those seen across the entire distribution (.68 and .23, respectively). Conclusions: The 'Generalist Genes Hypothesis' holds for language and general cognitive disabilities, as well as reading and mathematics disabilities. Genetic correlations were high, indicating a strong degree of overlap in genetic influences on these diverse traits. In contrast, non-shared environmental influences were largely specific to each trait, causing phenotypic differentiation of traits. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02114.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839

When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia / Marianna E. HAYIOU-THOMAS in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.197-205 Titre : When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : Marianna E. HAYIOU-THOMAS, Auteur ; Julia M. CARROLL, Auteur ; Ruth LEAVETT, Auteur ; Charles HULME, Auteur ; Margaret J. SNOWLING, Auteur Année de publication : 2017 Article en page(s) : p.197-205 Langues : Anglais (eng) Mots-clés : Speech sound disorder  literacy  language impairment  disordered speech errors  family risk of dyslexia Index. décimale : PER Périodiques Résumé : Background This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. Method Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5½), using measures of phoneme awareness, word-level reading and spelling; and 3 years later (age 8), using measures of word-level reading, spelling and reading comprehension. Results The presence of early SSD conferred a small but significant risk of poor phonemic skills and spelling at the age of 5½ and of poor word reading at the age of 8. Furthermore, within the group with SSD, the persistence of speech difficulties to the point of school entry was associated with poorer emergent literacy skills, and children with ‘disordered’ speech errors had poorer word reading skills than children whose speech errors indicated ‘delay’. In contrast, the initial severity of SSD was not a significant predictor of reading development. Beyond the domain of speech, the presence of a co-occurring language impairment was strongly predictive of literacy skills and having a family risk of dyslexia predicted additional variance in literacy at both time-points. Conclusions Early SSD alone has only modest effects on literacy development but when additional risk factors are present, these can have serious negative consequences, consistent with the view that multiple risks accumulate to predict reading disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 [article] When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia [Texte imprimé et/ou numérique] / Marianna E. HAYIOU-THOMAS, Auteur ; Julia M. CARROLL, Auteur ; Ruth LEAVETT, Auteur ; Charles HULME, Auteur ; Margaret J. SNOWLING, Auteur . - 2017 . - p.197-205. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.197-205 Mots-clés : Speech sound disorder  literacy  language impairment  disordered speech errors  family risk of dyslexia Index. décimale : PER Périodiques Résumé : Background This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. Method Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5½), using measures of phoneme awareness, word-level reading and spelling; and 3 years later (age 8), using measures of word-level reading, spelling and reading comprehension. Results The presence of early SSD conferred a small but significant risk of poor phonemic skills and spelling at the age of 5½ and of poor word reading at the age of 8. Furthermore, within the group with SSD, the persistence of speech difficulties to the point of school entry was associated with poorer emergent literacy skills, and children with ‘disordered’ speech errors had poorer word reading skills than children whose speech errors indicated ‘delay’. In contrast, the initial severity of SSD was not a significant predictor of reading development. Beyond the domain of speech, the presence of a co-occurring language impairment was strongly predictive of literacy skills and having a family risk of dyslexia predicted additional variance in literacy at both time-points. Conclusions Early SSD alone has only modest effects on literacy development but when additional risk factors are present, these can have serious negative consequences, consistent with the view that multiple risks accumulate to predict reading disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299

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