Mediational effects of reading-related intermediate phenotypes from polygenic scores to reading skills
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| Udgivet i: | NPJ Science of Learning vol. 10, no. 1 (2025), p. 56-66 |
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| Andre forfattere: | , , , , , , , , , |
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Nature Publishing Group
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| Online adgang: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.1038/s41539-025-00346-x |2 doi | |
| 035 | |a 3241071876 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Remon, Alexandra |u School of Psychology, Université Laval, Québec city, QC, Canada (ROR: https://ror.org/04sjchr03) (GRID: grid.23856.3a) (ISNI: 0000 0004 1936 8390) | |
| 245 | 1 | |a Mediational effects of reading-related intermediate phenotypes from polygenic scores to reading skills | |
| 260 | |b Nature Publishing Group |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Reading is a fundamental human capacity that recruits and tunes brain circuitry subserving several neurocognitive skills. Individual differences in reading-related skills are largely influenced by genetic variation. However, the molecular basis of the heritability of reading-related skills remains narrowly replicated. Genome-wide association studies have enabled the computation of cumulative indices (polygenic scores-PGSs) aiming to capture individuals’ genetic susceptibility for a given trait. By using a multiple-mediator framework, we investigated whether the associations between a reading-specific PGS (Reading-PGS) and reading decoding and comprehension could be explained by reading-related endophenotypes (i.e., phonological awareness-PA, phonological memory, rapid auditory processing, rapid bimodal temporal processing-RBTP, and rapid automatized naming) in a sample of 8-year-old French-speaking Canadian twins (N = 328 subjects (87 MZ and 241 DZ) from 208 twin pairs—one child per MZ pairs; males, N = 159). The association between Reading-PGS and reading performance is partially mediated by PA and RBTP. Furthermore, we supported the specificity of the direct and indirect effects between Reading-PGS and reading skills after controlling for the shared genetic variation with educational attainment and cognitive ability. Finally, we uncovered a sequence from Reading-PGS to behavior mediated through sensory processing and phonological skills, supporting one of the most robust theoretical hypothesis underlying reading acquisitions. PGSs specifically targeting reading skills are essential for improved prediction and understanding of the complex etiology through which reading skills unfold during childhood. This will facilitate the early identification of children with a genetic susceptibility for reading (dis)ability at a time when these phenotypes remain malleable to intervention. | |
| 653 | |a Reading comprehension | ||
| 653 | |a French language | ||
| 653 | |a Memory | ||
| 653 | |a Brain | ||
| 653 | |a Phenotypes | ||
| 653 | |a Polygenic inheritance | ||
| 653 | |a Genomes | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Phonology | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Twins | ||
| 653 | |a Genetic engineering | ||
| 653 | |a Phonological memory | ||
| 653 | |a Linguistics | ||
| 653 | |a Heritability | ||
| 653 | |a Information processing | ||
| 653 | |a Reading ability | ||
| 653 | |a Educational attainment | ||
| 653 | |a Decoding | ||
| 653 | |a Cognition | ||
| 653 | |a Genome-wide association studies | ||
| 653 | |a Language | ||
| 653 | |a Auditory processing | ||
| 653 | |a Naming | ||
| 653 | |a Longitudinal studies | ||
| 653 | |a Sound | ||
| 653 | |a Skills | ||
| 653 | |a Individual differences | ||
| 653 | |a Children | ||
| 653 | |a Phonological processing | ||
| 653 | |a Temporal processing | ||
| 653 | |a Phonological awareness | ||
| 653 | |a Sensory integration | ||
| 653 | |a Genetic diversity | ||
| 653 | |a Childhood | ||
| 653 | |a Reading | ||
| 653 | |a Computation | ||
| 653 | |a Indirect effects | ||
| 653 | |a Genomics | ||
| 653 | |a Cognitive functioning | ||
| 653 | |a Attainment | ||
| 653 | |a Consciousness | ||
| 653 | |a Recruits | ||
| 653 | |a Susceptibility | ||
| 653 | |a Comprehension | ||
| 653 | |a Genetic susceptibility | ||
| 653 | |a Etiology | ||
| 653 | |a Genetics | ||
| 653 | |a Sensory processes | ||
| 653 | |a Reading Instruction | ||
| 653 | |a Sample Size | ||
| 653 | |a Reading Fluency | ||
| 653 | |a Auditory Stimuli | ||
| 653 | |a Short Term Memory | ||
| 653 | |a Thinking Skills | ||
| 653 | |a Attention | ||
| 653 | |a Structural Equation Models | ||
| 653 | |a Reading Skills | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Auditory Perception | ||
| 653 | |a Decoding (Reading) | ||
| 700 | 1 | |a Mascheretti, Sara |u Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy (ROR: https://ror.org/00s6t1f81) (GRID: grid.8982.b) (ISNI: 0000 0004 1762 5736); Child Psychopathology Unit, Scientific Institute IRCCS Eugenio Medea, Bosisio Parini, Italy (ROR: https://ror.org/05ynr3m75) (GRID: grid.420417.4) (ISNI: 0000 0004 1757 9792) | |
| 700 | 1 | |a Voronin, Ivan |u School of Psychology, Université Laval, Québec city, QC, Canada (ROR: https://ror.org/04sjchr03) (GRID: grid.23856.3a) (ISNI: 0000 0004 1936 8390) | |
| 700 | 1 | |a Feng, Bei |u School of Psychology, Université Laval, Québec city, QC, Canada (ROR: https://ror.org/04sjchr03) (GRID: grid.23856.3a) (ISNI: 0000 0004 1936 8390) | |
| 700 | 1 | |a Ouellet-Morin, Isabelle |u School of Criminology, University of Montreal, Montreal, QC, Canada (ROR: https://ror.org/0161xgx34) (GRID: grid.14848.31) (ISNI: 0000 0001 2104 2136); Centre for Studies on Human Stress, Research Centre of the Montreal Mental Health Institute, Montreal, QC, Canada | |
| 700 | 1 | |a Brendgen, Mara |u Department of Psychology, University of Québec at Montreal, Montréal, QC, Canada (ROR: https://ror.org/002rjbv21) (GRID: grid.38678.32) (ISNI: 0000 0001 2181 0211); Ste-Justine Hospital Research Center, Montreal, Montreal, QC, Canada (ROR: https://ror.org/01gv74p78) (GRID: grid.411418.9) (ISNI: 0000 0001 2173 6322) | |
| 700 | 1 | |a Vitaro, Frank |u Ste-Justine Hospital Research Center, Montreal, Montreal, QC, Canada (ROR: https://ror.org/01gv74p78) (GRID: grid.411418.9) (ISNI: 0000 0001 2173 6322); School of Psychoeducation, University of Montreal, Montreal, QC, Canada (ROR: https://ror.org/0161xgx34) (GRID: grid.14848.31) (ISNI: 0000 0001 2104 2136) | |
| 700 | 1 | |a Robaey, Philippe |u Department of Psychiatry, Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada (ROR: https://ror.org/03c4mmv16) (GRID: grid.28046.38) (ISNI: 0000 0001 2182 2255) | |
| 700 | 1 | |a Andlauer, Till F. M. |u Department of Neurology, Technical University of Munich, Munich, Germany (ROR: https://ror.org/02kkvpp62) (GRID: grid.6936.a) (ISNI: 0000 0001 2322 2966) | |
| 700 | 1 | |a Boivin, Michel |u School of Psychology, Université Laval, Québec city, QC, Canada (ROR: https://ror.org/04sjchr03) (GRID: grid.23856.3a) (ISNI: 0000 0004 1936 8390); Institute of Genetic, Neurobiological and Social Foundations of Child Development, Tomsk State University, Tomsk, Russia (ROR: https://ror.org/02he2nc27) (GRID: grid.77602.34) (ISNI: 0000 0001 1088 3909) | |
| 700 | 1 | |a Dionne, Ginette |u School of Psychology, Université Laval, Québec city, QC, Canada (ROR: https://ror.org/04sjchr03) (GRID: grid.23856.3a) (ISNI: 0000 0004 1936 8390) | |
| 773 | 0 | |t NPJ Science of Learning |g vol. 10, no. 1 (2025), p. 56-66 | |
| 786 | 0 | |d ProQuest |t Health & Medical Collection | |
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