Direct and indirect Reading-PGS effects remain largely after controlling for educational-attainment and cognitive-ability polygenic scores¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2025 · 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.
q2 i? With EY4-PGS and IQ3-PGS included, the total indirect effect from Reading-PGS to decoding showed only a trend toward significance (β = 0.057, 90% CI = 0.005/0.106), but other indirect paths were unchanged. → 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 · i? · associational · r2
Specificity SEM model adding EY4-PGS and IQ3-PGS as covariates in the twin sample; the article describes this as a first formal test of specificity, "showing that the effect of the reading PGS is marginally inflated or induced by its genetic covariation with educational attainment and general cognitive function."
"The total indirect effect from Reading-PGS to Decoding showed a trend toward significance (β = 0.057, SE = 0.030; 90% CI = 0.005/0.106), with minimal changes in the percent of explained variance (28.1%) and no changes to the other observed indirect paths"
Discussion¶
Related Claims¶
- Phonological awareness and rapid bimodal temporal processing partially mediate the Reading-PGS-to-reading association — possibly the same claim (merge candidate)
- Serial mediation supports a sequence from Reading-PGS through rapid bimodal temporal processing and phonological awareness to decoding and comprehension — related
- Educational-attainment polygenic score associations with pre-test, post-test, and pre-to-post change scores on individual cognitive tasks are small and mostly nonsignificant after multiple-testing correction — related
- Polygenic risk scores for educational attainment and cognitive performance show the most consistent associations with language traits, and these associations are stronger for English than Chinese literacy phenotypes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reading-pgs-effects-specific-to-reading-not-education-iq |
title |
Direct and indirect Reading-PGS effects remain largely after controlling for educational-attainment and cognitive-ability polygenic scores |
description |
Direct and indirect Reading-PGS effects remain largely after controlling for educational-attainment and cognitive-ability polygenic scores |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — remon-2025 |
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