Genetic and Environmental Influences on Learning to Read

Little, Callie W.; Hart, Sara A.

doi:10.1002/9781119705116.ch23

Cited by 2 publications

(2 citation statements)

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“…A fundamental research question within the field of reading is whether students with a reading disability (e.g., non-responders to explicit and systematic instruction) are distinctly different from skilled readers, or if reading disability simply represents the lower end of the spectrum of reading skills. Generally, behavioral genetics findings support the idea that the same genes that influence reading difficulties also influence typical reading skills, suggesting that reading disability is not a categorically distinct genetic disorder (Little & Hart, 2022). For example, Erbeli and colleagues (2018b) defined reading disability as having a combination of indicators of reading difficulty (sometimes called the hybrid model) and found that, like average reading skills, genetic and environmental influences matter for reading disability.…”

Section: Core Findings: Why Do Students Vary In Their Reading Skills?mentioning

confidence: 96%

Genetics and the Science of Reading

Estrera,

Lancaster,

Hart

2023

Preprint

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As is clear to educators, students in the same class differ widely in their reading skills. Reading skill development is a result of the interplay between genetic (nature) and environmental (nurture) influences and understanding the role of each of these on reading skills is valuable in creating and improving upon educational interventions and instructional practices. Here, we review core findings from the field of modern behavioral genetics, a discipline that studies the interplay of genetic and environmental influences, on reading science. Additionally, we provide an overview of the key findings from behavioral genetic studies looking at how 1) students’ reading skills build over time, 2) genetic and environmental influences depend on each other (i.e., gene-environment correlations, gene-environment interactions) , and 3) technological advancements in measuring human DNA may further illuminate our understanding of how genes contribute to reading development. We close with a discussion on where the field should go to best serve educational stakeholders.

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Section: Core Findings: Why Do Students Vary In Their Reading Skills?mentioning

confidence: 96%

Genetics and the Science of Reading

Estrera,

Lancaster,

Hart

2023

Preprint

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“…It is to be hoped that simplistic and misleading understandings of this kind will be replaced by increased recognition of the multifactorial nature of reading disability whereby multiple biological and environmental risk and protective factors play a role in the development of the individual's 'reading brain' (Theodoridou et al, 2021;Turesky et al, 2022) and genetically based predispositions change as a consequence of particular environmental contexts (Little & Hart, 2022;Vaughn et al, 2024-this volume).…”

Section: How Does the Ida Definition Help To Guide Assessment And Int...mentioning

confidence: 99%

Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia

Elliott,

Grigorenko

2024

Ann. of Dyslexia

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In offering a commentary upon the IDA definition, we address its main components in turn. While each is technically accurate, we argue that, when taken together, the definition, or more accurately, the use to which it is often put, becomes problematic. We outline different current conceptions of dyslexia and conclude that the operationalisation of the definition for diagnostic purposes often results in scientifically questionable diagnoses and inadvertently leads to significant educational inequity. We propose a simpler definition that describes the primary difficulty, avoids reference to causal explanation, unexpectedness, and secondary outcomes, and redirects practitioner and policymaker focus to the importance of addressing and meeting the needs of all struggling readers.

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Genetic and Environmental Influences on Learning to Read

Cited by 2 publications

References 83 publications

Genetics and the Science of Reading

Genetics and the Science of Reading

Dyslexia in the twenty-first century: a commentary on the IDA definition of dyslexia

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