Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal

van Bergen, Elsje; van Zuijen, Titia; Bishop, Dorothy V.M.; de Jong, Peter F.

doi:10.1002/rrq.160

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Why Are Home Literacy Environment and Children's Reading Skills Associated? What Parental Skills Reveal

Author(s): Elsje van Bergen , Titia van Zuijen , Dorothy Bishop , Peter F. de Jong

Publication date Created: April 2017

Publication date (Print): April 2017

Journal: Reading Research Quarterly

Publisher: Wiley-Blackwell

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GWAS of 126,559 individuals identifies genetic variants associated with educational attainment.

Cornelius Rietveld, Sarah E. Medland, Jaime Derringer … (2013)

A genome-wide association study (GWAS) of educational attainment was conducted in a discovery sample of 101,069 individuals and a replication sample of 25,490. Three independent single-nucleotide polymorphisms (SNPs) are genome-wide significant (rs9320913, rs11584700, rs4851266), and all three replicate. Estimated effects sizes are small (coefficient of determination R(2) ≈ 0.02%), approximately 1 month of schooling per allele. A linear polygenic score from all measured SNPs accounts for ≈2% of the variance in both educational attainment and cognitive function. Genes in the region of the loci have previously been associated with health, cognitive, and central nervous system phenotypes, and bioinformatics analyses suggest the involvement of the anterior caudate nucleus. These findings provide promising candidate SNPs for follow-up work, and our effect size estimates can anchor power analyses in social-science genetics.