Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies
Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions: evidence from two population-based studies
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DOI：
10.1111/jcpp.12394
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发表时间：
2015-10-01
影响因子：
7.6
通讯作者：
Dionne, Ginette
中科院分区：
文献类型：
--
作者：
Plourde, Vickie;Boivin, Michel;Dionne, Ginette
背景：解码技能和ADHD维度之间的表型和遗传关联已被记录，但对阅读理解的关联知之甚少。本研究的目的是记录阅读理解与早期学校教育中注意力不集中、多动/冲动的ADHD维度之间的表型和遗传关联，并将其与具有解码技能的人进行比较。方法：数据收集了两个基于人群的双胞胎样本（魁北克新生儿双胞胎研究- QNTS）和单胎（魁北克儿童发展纵向研究- QLSCD），总计约2300名儿童。二年级或三年级的阅读用规范的方法进行评估。教师评估了幼儿园和一年级的ADHD维度。结果：解码和阅读理解与ADHD维度的相关性相似：在控制了ADHD其他维度、行为障碍症状和非语言能力后，与注意力不集中的相关性仍然存在，而与多动/冲动的相关性则不存在。遗传模型显示，在这个年龄段，解码和理解在很大程度上具有相同的遗传病因，并且它们与注意力不集中的关联主要是由共同的遗传影响来解释的。结论：阅读理解和解码都与注意力不集中有共同的遗传病因。
Background: The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and hyperactivity/impulsivity in early schooling and compare them to those with decoding skills. Methods: Data were collected in two population-based samples of twins (Quebec Newborn Twin Study - QNTS) and singletons (Quebec Longitudinal Study of Child Development - QLSCD) totaling approximate to 2300 children. Reading was assessed with normed measures in second or third grade. Teachers assessed ADHD dimensions in kindergarten and first grade. Results: Both decoding and reading comprehension were correlated with ADHD dimensions in a similar way: associations with inattention remained after controlling for the other ADHD dimension, behavior disorder symptoms and nonverbal abilities, whereas associations with hyperactivity/impulsivity did not. Genetic modeling showed that decoding and comprehension largely shared the same genetic etiology at this age and that their associations with inattention were mostly explained by shared genetic influences. Conclusion: Both reading comprehension and decoding are uniquely associated with inattention through a shared genetic etiology.