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Behavioural Genetic Studies of Reading and Mathematics Skills

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Behavioural Genetics for Education

Abstract

Reading Disability (RD) and Math Disability (MD) have been associated with negative consequences for academic achievement, job quality, social relationships and mental health (Boetsch, Green, & Pennington, 1996; White, Moffitt, & Silva, 1992). Because RD and MD co-occur in 30–70% of individuals (Badian, 1999; Kovas, Haworth et al., 2007; Landerl & Moll, 2010; White, Moffitt, & Silva, 1992), the purpose of this chapter is to examine the comorbidity and independence of reading and math skills from a behavioural genetics perspective. First, the chapter will describe the behavioural genetic approach, discussing the genetic and environmental etiology of RD and MD, as well as of wider reading and math skills. Second, the chapter will discuss multivariate genetic studies of the relationship between math and reading ability/disability. Third the chapter will examine molecular genetic studies, and the promise of neurobiological markers for understanding the genetic and environmental underpinnings of reading and math ability/disability. Finally, conclusions and implications for educational practice will be discussed.

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Authors
  1. Stephen A. Petrill
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Editors and Affiliations

  1. Goldsmiths, University of London, UK

    Yulia Kovas

  2. Russian Academy of Education, Russia

    Sergey Malykh

  3. University of Sussex, UK

    Darya Gaysina

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© 2016 Stephen A. Petrill

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Petrill, S.A. (2016). Behavioural Genetic Studies of Reading and Mathematics Skills. In: Kovas, Y., Malykh, S., Gaysina, D. (eds) Behavioural Genetics for Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137437327_4

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