Genetic influences drive the phenotypic correlations between cognitive skills and reading components¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Across all cognitive and reading-related correlations, genetic covariance accounted for over 90% of the phenotypic relations. → Christopher 2016
Evidence¶
Christopher 2016¶
Christopher, M. E., Keenan, J. M., Hulslander, J., DeFries, J. C., Miyake, A., Wadsworth, S. J., Willcutt, E., Pennington, B., & Olson, R. K. (2016). The Genetic and Environmental Etiologies of the Relations between Cognitive Skills and Components of Reading Ability. Journal of Experimental Psychology: General, 145(4), 451-466. https://doi.org/10.1037/xge0000146
q3 · i? · associational · r2
Behavioral genetic analysis of 676 twin pairs (ages 8-16) found that "genetic covariance accounted for over 90% of the phenotypic relations" between cognitive and reading latent variables.
"Overwhelmingly, overlapping genetic influences drove the phenotypic correlations. Across all cognitive and reading-related correlations, genetic covariance accounted for over 90% of the phenotypic relations."
Discussion¶
Related Claims¶
- Cognitive and reading skills share large amounts of genetic variance within domains — related
- Common cognitive genetic variance is highly correlated with common reading genetic variance — related
- Full-scale IQ is genetically related but not redundant with common cognitive variance — a narrower finding that bears on this claim
- Skill-specific genetic variance in working memory and processing speed predicts reading components — a narrower finding that bears on this claim
- Reading comprehension variance is fully shared with listening comprehension and word reading — related
- Children's challenging behaviour, not ability (IQ), is the major source of demand on teachers, and one child's disruptive behaviour can reduce classmates' access to the educator — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
genetic-influences-drive-cognitive-reading-correlations |
title |
Genetic influences drive the phenotypic correlations between cognitive skills and reading components |
description |
Genetic influences drive the phenotypic correlations between cognitive skills and reading components |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — christopher-2016 |
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