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The socio-economic gradient in children's reading skills and the role of genetics.

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Title: The socio-economic gradient in children's reading skills and the role of genetics.
Authors: Jerrim, John, Vignoles, Anna, Lingam, Raghu, Friend, Angela
Source: British Educational Research Journal. Feb2015, Vol. 41 Issue 1, p6-29. 24p. 8 Charts, 4 Graphs.
Subjects: Socioeconomic factors, Reading level of students, Reading interests of school children, Genetics of learning ability, Reading (Primary), School children, Primary education
Abstract: By the time children leave primary school there is a large socio-economic gap in their reading proficiency. There are a number of potential explanations for this socio-economic gap and in this paper we investigate the role of three particular genes and gene-environment interactions in determining children's reading skills, using the Avon Longitudinal Study of Parents and Children ( ALSPAC) dataset. We find that whilst these genes are indeed correlated with reading outcomes, effect sizes are small and sensitive to the choice of test used and the sample selected. Our results suggest that these leading candidate genes can jointly explain just 2% of the socio-economic gap in children's reading test scores. We conclude that the influence of these three genes on children's reading ability is limited, and their role in producing socio-economic gaps in reading ability is even more limited still. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The socio-economic gradient in children's reading skills and the role of genetics.
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  Data: <searchLink fieldCode="AR" term="%22Jerrim%2C+John%22">Jerrim, John</searchLink><br /><searchLink fieldCode="AR" term="%22Vignoles%2C+Anna%22">Vignoles, Anna</searchLink><br /><searchLink fieldCode="AR" term="%22Lingam%2C+Raghu%22">Lingam, Raghu</searchLink><br /><searchLink fieldCode="AR" term="%22Friend%2C+Angela%22">Friend, Angela</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Feb2015, Vol. 41 Issue 1, p6-29. 24p. 8 Charts, 4 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Socioeconomic+factors%22">Socioeconomic factors</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+level+of+students%22">Reading level of students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+interests+of+school+children%22">Reading interests of school children</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics+of+learning+ability%22">Genetics of learning ability</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+%28Primary%29%22">Reading (Primary)</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink>
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  Data: By the time children leave primary school there is a large socio-economic gap in their reading proficiency. There are a number of potential explanations for this socio-economic gap and in this paper we investigate the role of three particular genes and gene-environment interactions in determining children's reading skills, using the Avon Longitudinal Study of Parents and Children ( ALSPAC) dataset. We find that whilst these genes are indeed correlated with reading outcomes, effect sizes are small and sensitive to the choice of test used and the sample selected. Our results suggest that these leading candidate genes can jointly explain just 2% of the socio-economic gap in children's reading test scores. We conclude that the influence of these three genes on children's reading ability is limited, and their role in producing socio-economic gaps in reading ability is even more limited still. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/berj.3143
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        Text: English
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      – SubjectFull: Socioeconomic factors
        Type: general
      – SubjectFull: Reading level of students
        Type: general
      – SubjectFull: Reading interests of school children
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      – SubjectFull: Genetics of learning ability
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              Text: Feb2015
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              Y: 2015
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