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

Vickie Plourde, Michel Boivin, Nadine Forget-Dubois, Mara Brendgen, Frank Vitaro, Cecilia Marino, Richard T. Tremblay, Ginette Dionne

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish
Pages (from-to)1074-1082
Number of pages9
JournalJournal of Child Psychology and Psychiatry and Allied Disciplines
Volume56
Issue number10
DOIs
Publication statusPublished - Jan 1 2015
Externally publishedYes

Keywords

  • comprehension
  • decoding
  • hyperactivity/impulsivity
  • inattention
  • population-based studies
  • Reading

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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