A common genetic factor captures shared genetic influences across four reading-related traits and ADHD, with ADHD loading negatively and reading traits positively¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Genomic SEM of GWAS summary statistics yields a well-fitting common factor with significant positive loadings for word reading, phoneme awareness, nonword repetition, and spelling, and a significant negative loading for ADHD. → Shiying Wang 2026

Evidence¶

Shiying Wang 2026¶

Shiying Wang, Joan Bosson-Heenan, Andrew Grotzinger, Jan C. Frijters & Jeffrey R. Gruen. (2026). Shared genetic architecture of reading and attention disorders using genomic structural equation modeling. npj Science of Learning. https://doi.org/10.1038/s41539-026-00433-7

q2 · i? · associational · r2

Genomic SEM analysis of LDSC-derived genetic covariance among five GWAS summary statistics (four reading traits and ADHD). The article reports the model "demonstrated a good fit according to CFI (0.993)" and acceptable SRMR (0.068), with significant loadings positive for reading traits and negative for ADHD; no effect size is printed.

"The significant loadings (𝑝 < 0.05) are positive for the four reading-related traits and negative for ADHD. Model fit was assessed using two indices: Comparative Fit Index (CFI) and Standardized Root Mean Square Residual (SRMR). The model demonstrated a good fit according to CFI (0.993) and an acceptable fit according to SRMR (0.068)."

Discussion¶

Related Claims¶

• Stratified Genomic SEM finds the common factor enriched only in primate-conserved genomic regions — a narrower finding that bears on this claim
• The common factor shows significant genetic correlations with six psychiatric disorders and six behavioral traits, strongest with PTSD (rg = -0.47) and educational attainment (rg = 0.74) — related
• The common factor model is specific to reading and ADHD rather than broader psychiatric liability, and stability analyses support the reading-ADHD structure — related
• Nonword reading was excluded from the Genomic SEM model because its genetic correlations with word reading and spelling exceeded 1.0 — related
• Literacy, phonological awareness, oral language and PWM abilities share a large proportion of underlying genetic variation in unrelated youth — related