Cumulative genetic score of KIAA0319 affects reading fluency through parental education levels and rapid automatized naming

Abstract

KIAA0319, a well-studied candidate gene, has been shownto be associated with dyslexia and reading ability. In the present study, we investigated whether KIAA0319 interacts with the parental education level and whether rapid automatized naming (RAN), phonological awareness and morphological awareness mediate the relationship between the gene and reading ability. A total of 13 SNPs were selected, and the cumulative genetic risk score (CGS) was calculated. The interaction effect suggested that individuals with a low CGS were better at fluent reading in a positive environment than individuals with a high CGS, but not accurate reading. Moreover, the interaction coincided with the differential susceptibility model. The results of the multiple mediator model revealed that digit RAN mediates the impact of the genetic cumulative effect on fluent reading. These findings provide evidence that KIAA0319 is a risk vulnerability gene that interacts with environmental factorsto impact reading ability and demonstratethe reliability of RAN as an endophenotype.