Kirkpatrick Robert M, Legrand Lisa N, Iacono William G, McGue Matt
Department of Psychology, University of Minnesota.
Learn Individ Differ. 2011 Aug 1;21(4):368-375. doi: 10.1016/j.lindif.2011.04.008.
Existing behavior-genetic research implicates substantial influence of heredity and modest influence of shared environment on reading achievement and reading disability. Applying DeFries-Fulker analysis to a combined sample of twins and adoptees (N = 4,886, including 266 reading-disabled probands), the present study replicates prior findings of considerable heritability for both reading achievement and reading disability. A simple biometric model adequately described parent and offspring data (combined N = 9,430 parents and offspring) across differing types of families present in the sample Analyses yielded a high heritability estimate (around 0.70) and a negligible shared-environmentality estimate for both reading achievement and reading disability. No evidence of gene × environment interaction was found for parental reading ability and parental educational attainment, the two moderators analyzed.
现有的行为遗传学研究表明，遗传因素对阅读成绩和阅读障碍有重大影响，而共享环境的影响较小。本研究将德弗里斯-富尔克分析应用于双胞胎和领养者的合并样本（N = 4886，包括266名阅读障碍先证者），重复了先前关于阅读成绩和阅读障碍都具有相当高遗传性的研究结果。一个简单的生物统计学模型充分描述了样本中不同类型家庭的父母和后代数据（合并的父母和后代N = 9430）。分析得出了较高的遗传率估计值（约0.70），以及对于阅读成绩和阅读障碍来说可忽略不计的共享环境影响估计值。对于所分析的两个调节因素——父母的阅读能力和父母的教育程度，未发现基因×环境相互作用的证据。
