Phonological awareness and rapid bimodal temporal processing partially mediate the Reading-PGS-to-reading association¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i0 negligible
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 The total indirect effect from Reading-PGS to Decoding was significant (β = 0.090) and to Comprehension (β = 0.079); PA mediated both, RBTP mediated only decoding. → Remon 2025

Evidence¶

Remon 2025¶

Remon, A., Mascheretti, S., Voronin, I., Feng, B., Ouellet-Morin, I., Brendgen, M., Vitaro, F., Robaey, P., Andlauer, T. F. M., Boivin, M. & Dionne, G. (2025). Mediational effects of reading-related intermediate phenotypes from polygenic scores to reading skills. npj Science of Learning. https://doi.org/10.1038/s41539-025-00346-x

q2 · i0 · associational · r2

Structural equation mediation modeling with 5000 bootstrap replicates in the twin sample (n = 328); the model accounted for 28.4% and 27.0% of variance in Decoding and Comprehension. Specific indirect effects via PA were 0.051 (decoding) and 0.036 (comprehension); via RBTP 0.034 (decoding only). The article calls these "small, although significant, indirect paths" in the Discussion.

"we found a significant total indirect effect from Reading-PGS to Decoding (β = 0.090, SE = 0.031; 95% CI = 0.028/0.150) and to Comprehension (β = 0.079, SE = 0.029; 95% CI = 0.019/0.140). Within these total indirect effects, three specific indirect effects were significant, involving PA and RBTP as mediators"

Discussion¶

Learner Variables¶

• Phonological Awareness — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Serial mediation supports a sequence from Reading-PGS through rapid bimodal temporal processing and phonological awareness to decoding and comprehension — related
• Reading-PGS is modestly but significantly associated with phonological awareness, rapid bimodal temporal processing, decoding and comprehension in 8-year-old twins — related
• The association between family SES and children's reading is partially mediated, statistically, in parallel by phonological awareness and vocabulary knowledge — related
• SES shows significant direct and indirect effects on each reading outcome separately, with larger indirect effects through vocabulary for comprehension — related
• Direct and indirect Reading-PGS effects remain largely after controlling for educational-attainment and cognitive-ability polygenic scores — possibly the same claim (merge candidate)
• Phonological awareness mediates the effect of the DCDC2-READ1 RU2-Short allele on word reading accuracy, word reading fluency, and reading comprehension — related