Serial mediation supports a sequence from Reading-PGS through rapid bimodal temporal processing and phonological awareness to decoding and comprehension¶

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

Subclaims¶

q2 i? The full serial model (Reading-PGS → RBTP → PA → Decoding → Comprehension) fit well and accounted for 33.9% of comprehension variance, with a significant total indirect effect (β = 0.071). → 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

Sequential multiple-mediation SEM in the twin sample (n = 328); the over-identified model fit well (χ2(2) = 2.538, p = 0.281) and accounted for 33.9% of Comprehension variance. Two simpler sequential models (PA→Decoding→Comprehension; RBTP→PA→Decoding) also showed significant total indirect effects. Flipped-order alternative models were tested.

"We found a significant total indirect effect from Reading-PGS to Comprehension via RBTP, PA and Decoding (β = 0.071, SE = 0.022; 95% CI = 0.028/0.115), suggesting that children with a higher Reading-PGS are more efficient in rapid temporal processing, which is linked to better skills in PA, which lead to higher scores in reading decoding and comprehension"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Phonological awareness and rapid bimodal temporal processing partially mediate the Reading-PGS-to-reading association — related
• Direct and indirect Reading-PGS effects remain largely after controlling for educational-attainment and cognitive-ability polygenic scores — related
• Reading-PGS is modestly but significantly associated with phonological awareness, rapid bimodal temporal processing, decoding and comprehension in 8-year-old twins — related