Florida Center for Reading Research, Florida State University, 1107 W. Call St., Tallahassee, FL 32306, USA.
Psychol Sci. 2010 Nov;21(11):1708-15. doi: 10.1177/0956797610386617. Epub 2010 Oct 21.
Children with attention-deficit/hyperactivity disorder (ADHD) tend to perform more poorly on tests of reading and mathematical performance than their typical peers. Quantitative genetic analyses allow for a better understanding of the etiology of ADHD and reading and mathematics outcomes, by examining their common and unique genetic and environmental influences. Analyses were conducted on a sample 271 pairs of 10-year-old monozygotic and dizygotic twins drawn from the Western Reserve Reading and Mathematics Project. In general, the results suggested that the associations among ADHD symptoms, reading outcomes, and math outcomes were influenced by both general genetic and general shared-environment factors. The analyses also suggested significant independent genetic effects for ADHD symptoms. The results imply that differing etiological factors underlie the relationships among ADHD and reading and mathematics performance. It appears that both genetic and common family or school environments link ADHD with academic performance.
患有注意缺陷多动障碍（ADHD）的儿童在阅读和数学表现测试上的表现往往不如其典型同龄人。通过检查共同和独特的遗传和环境影响，定量遗传分析可以更好地了解 ADHD 以及阅读和数学结果的病因。对来自西部保留阅读和数学项目的 271 对 10 岁同卵和异卵双胞胎的样本进行了分析。一般来说，结果表明 ADHD 症状、阅读结果和数学结果之间的关联受到一般遗传和一般共享环境因素的影响。分析还表明 ADHD 症状存在显著的独立遗传效应。结果表明，ADHD 与阅读和数学表现之间的关系存在不同的病因因素。似乎遗传和常见的家庭或学校环境都将 ADHD 与学业成绩联系起来。
