Parental education and SES moderate the relationship between RU2-Short and reading outcomes¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Cross-product terms between parental education and all three reading outcomes, and between SES and word reading accuracy and reading comprehension, were significant. → Li 2024

Evidence¶

Li 2024¶

Li, M., DeMille, M. M. C., Lovett, M. W., Bosson-Heenan, J., Frijters, J. C., Gruen, J. R. & the GRaD Study Consortium. (2024). Phonological awareness mediates the relationship between DCDC2 and reading performance with home environment. npj Science of Learning 9, 36. https://doi.org/10.1038/s41539-024-00247-5

q3 · i? · associational · r2

Moderation regression analyses (Table 3) in the GRaD sample; the article also reports significant SES × RU2-Short terms for word reading accuracy (b = −3.52, p = 0.02) and reading comprehension (b = −1.05, p = 0.01).

"Cross-product terms between parental education and word reading accuracy (b = 0.92, p < 0.01), parental education and word reading fluency (b = 1.00, p < 0.01), and between parental education and reading comprehension (b = 0.22, p = 0.01) were all significant."

Discussion¶

Learner Variables¶

• Home Learning Environment — moderator: an instructional effect differs with it

Related Claims¶

• The indirect effect of RU2-Short on reading outcomes through phonological awareness is conditional on home environment: significant at low and medium parental education and low SES, but not at high parental education or high SES — a narrower finding that bears on this claim
• Phonological awareness mediates the effect of the DCDC2-READ1 RU2-Short allele on word reading accuracy, word reading fluency, and reading comprehension — related
• RU2-Short correlates negatively with phonological awareness and reading comprehension, and positively with SES, in the overall sample — related
• The observed gene-by-environment pattern supports the diathesis-stress model over the bioecological model of G × E interaction on reading, in this sample of unrelated children — related