Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Richard T. TREMBLAY |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies / Vickie PLOURDE in Journal of Child Psychology and Psychiatry, 56-10 (October 2015)
[article]
Titre : Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies Type de document : Texte imprimé et/ou numérique Auteurs : Vickie PLOURDE, Auteur ; Michel BOIVIN, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Cecilia MARINO, Auteur ; Richard T. TREMBLAY, Auteur ; Ginette DIONNE, Auteur Article en page(s) : p.1074-1082 Langues : Anglais (eng) Mots-clés : Reading decoding comprehension inattention hyperactivity/impulsivity population-based studies Index. décimale : PER Périodiques Résumé : Background The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and hyperactivity/impulsivity in early schooling and compare them to those with decoding skills. Methods Data were collected in two population-based samples of twins (Quebec Newborn Twin Study – QNTS) and singletons (Quebec Longitudinal Study of Child Development – QLSCD) totaling ? 2300 children. Reading was assessed with normed measures in second or third grade. Teachers assessed ADHD dimensions in kindergarten and first grade. Results Both decoding and reading comprehension were correlated with ADHD dimensions in a similar way: associations with inattention remained after controlling for the other ADHD dimension, behavior disorder symptoms and nonverbal abilities, whereas associations with hyperactivity/impulsivity did not. Genetic modeling showed that decoding and comprehension largely shared the same genetic etiology at this age and that their associations with inattention were mostly explained by shared genetic influences. Conclusion Both reading comprehension and decoding are uniquely associated with inattention through a shared genetic etiology. En ligne : http://dx.doi.org/10.1111/jcpp.12394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269
in Journal of Child Psychology and Psychiatry > 56-10 (October 2015) . - p.1074-1082[article] Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies [Texte imprimé et/ou numérique] / Vickie PLOURDE, Auteur ; Michel BOIVIN, Auteur ; Nadine FORGET-DUBOIS, Auteur ; Mara BRENDGEN, Auteur ; Frank VITARO, Auteur ; Cecilia MARINO, Auteur ; Richard T. TREMBLAY, Auteur ; Ginette DIONNE, Auteur . - p.1074-1082.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-10 (October 2015) . - p.1074-1082
Mots-clés : Reading decoding comprehension inattention hyperactivity/impulsivity population-based studies Index. décimale : PER Périodiques Résumé : Background The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and hyperactivity/impulsivity in early schooling and compare them to those with decoding skills. Methods Data were collected in two population-based samples of twins (Quebec Newborn Twin Study – QNTS) and singletons (Quebec Longitudinal Study of Child Development – QLSCD) totaling ? 2300 children. Reading was assessed with normed measures in second or third grade. Teachers assessed ADHD dimensions in kindergarten and first grade. Results Both decoding and reading comprehension were correlated with ADHD dimensions in a similar way: associations with inattention remained after controlling for the other ADHD dimension, behavior disorder symptoms and nonverbal abilities, whereas associations with hyperactivity/impulsivity did not. Genetic modeling showed that decoding and comprehension largely shared the same genetic etiology at this age and that their associations with inattention were mostly explained by shared genetic influences. Conclusion Both reading comprehension and decoding are uniquely associated with inattention through a shared genetic etiology. En ligne : http://dx.doi.org/10.1111/jcpp.12394 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269