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Ebejer JL, Coventry WL, Byrne B, et al. Genetic and Environmental Influences on Inattention, Hyperactivity-Impulsivity, and Reading: Kindergarten to Grade 2. Sci Stud Read. 2010;14(4):293-316doi: 10.1080/10888430903150642.
Ebejer, J. L., Coventry, W. L., Byrne, B., Willcutt, E. G., Olson, R. K., Corley, R., & Samuelsson, S. (2010). Genetic and Environmental Influences on Inattention, Hyperactivity-Impulsivity, and Reading: Kindergarten to Grade 2. Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, 14(4), 293-316. https://doi.org/10.1080/10888430903150642
Ebejer, Jane L, et al. "Genetic and Environmental Influences on Inattention, Hyperactivity-Impulsivity, and Reading: Kindergarten to Grade 2." Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading vol. 14,4 (2010): 293-316. doi: https://doi.org/10.1080/10888430903150642
Ebejer JL, Coventry WL, Byrne B, Willcutt EG, Olson RK, Corley R, Samuelsson S. Genetic and Environmental Influences on Inattention, Hyperactivity-Impulsivity, and Reading: Kindergarten to Grade 2. Sci Stud Read. 2010 Jul;14(4):293-316. doi: 10.1080/10888430903150642. PMID: 20823940; PMCID: PMC2930267.
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Sci Stud Read. 2010 Jul;14(4):293-316. doi: 10.1080/10888430903150642.

Genetic and Environmental Influences on Inattention, Hyperactivity-Impulsivity, and Reading: Kindergarten to Grade 2.

Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading

Jane L Ebejer, William L Coventry, Brian Byrne, Erik G Willcutt, Richard K Olson, Robin Corley, Stefan Samuelsson

Affiliations

  1. University of New England.

PMID: 20823940 PMCID: PMC2930267 DOI: 10.1080/10888430903150642

Abstract

Twin children from Australia, Scandinavia and the USA were assessed for inattention, hyperactivity-impulsivity and reading across the first three school years. Univariate behavior-genetic analyses indicated substantial heritability for all three variables in all years. Longitudinal analyses showed one genetic source operating across the time span and a second entering in the second school year for each variable, though possibly not reliable for inattention. Other analyses confirmed previous findings of pleiotropy (shared genes) between inattention and reading, and showed that this genetic overlap is in place from kindergarten onwards and is restricted to one of the genetic sources that affect reading and inattention. The results extend previous conclusions about the developmental trajectories of inattention, hyperactivity-impulsivity, and reading and their relationships. Limitations of this studyare discussed, as are educational implications.

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