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Permalink: http://hdl.handle.net/1866/20900

Phenotypic and genetic associations between reading comprehension, decoding skills, and ADHD dimensions : evidence from two population-based studies

Phenotypic and genetic associations between reading and ADHD

Article [Accepted Manuscript]
Thumbnail
Plourde_2015_id_5300.pdf (818.0Kb)
Is part of
Journal of child psychology and psychiatry ; vol. 56, no. 10, pp. 1074-1082.
Publisher(s)
Wiley
2015-02
Author(s)
Plourde, Vickie
Boivin, Michel
Forget-Dubois, Nadine
Brendgen, Mara
Vitaro, Frank
Marino, Cecilia
Dionne, Ginette
Affiliation
  • Université de Montréal. Faculté des arts et des sciences. École de psychoéducation
  • Université de Montréal. Faculté de médecine. Département de psychiatrie
Keywords
  • Reading
  • Comprehension
  • Decoding
  • Hyperactivity/impulsivity
  • Inattention
  • Population-based studies
Abstract(s)
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 ≈ 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.
Other location(s)
https://doi.org/10.1111/jcpp.12394
Collections
  • Faculté des arts et des sciences – École de psychoéducation – Travaux et publications [130]

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