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Literature DB >> 20966487

Exploring how symptoms of attention-deficit/hyperactivity disorder are related to reading and mathematics performance: general genes, general environments.

Sara A Hart¹, Stephen A Petrill, Erik Willcutt, Lee A Thompson, Christopher Schatschneider, Kirby Deater-Deckard, Laurie E Cutting.

Abstract

Children with attention-deficit/hyperactivity disorder (ADHD) tend to perform more poorly on tests of reading and mathematical performance than their typical peers. Quantitative genetic analyses allow for a better understanding of the etiology of ADHD and reading and mathematics outcomes, by examining their common and unique genetic and environmental influences. Analyses were conducted on a sample 271 pairs of 10-year-old monozygotic and dizygotic twins drawn from the Western Reserve Reading and Mathematics Project. In general, the results suggested that the associations among ADHD symptoms, reading outcomes, and math outcomes were influenced by both general genetic and general shared-environment factors. The analyses also suggested significant independent genetic effects for ADHD symptoms. The results imply that differing etiological factors underlie the relationships among ADHD and reading and mathematics performance. It appears that both genetic and common family or school environments link ADHD with academic performance.

Entities: Disease Gene Species

Mesh：

Year: 2010 PMID： 20966487 PMCID： PMC3708699 DOI： 10.1177/0956797610386617

Source DB: PubMed Journal: Psychol Sci ISSN： 0956-7976

24 in total

1. Genetic and environmental influences on individual differences in printed word recognition.

Authors: Javier Gayán; Richard K Olson
Journal: J Exp Child Psychol Date: 2003-02

2. Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability.

Authors: S E Shaywitz; M D Escobar; B A Shaywitz; J M Fletcher; R Makuch
Journal: N Engl J Med Date: 1992-01-16 Impact factor: 91.245

Review 3. Understanding the complex etiologies of developmental disorders: behavioral and molecular genetic approaches.

Authors: Erik G Willcutt; Bruce F Pennington; Laramie Duncan; Shelley D Smith; Janice M Keenan; Sally Wadsworth; John C Defries; Richard K Olson
Journal: J Dev Behav Pediatr Date: 2010-09 Impact factor: 2.225

4. Neuropsychological analyses of comorbidity between reading disability and attention deficit hyperactivity disorder: in search of the common deficit.

Authors: Erik G Willcutt; Bruce F Pennington; Richard K Olson; Nomita Chhabildas; Jacqueline Hulslander
Journal: Dev Neuropsychol Date: 2005 Impact factor: 2.253

5. Across the continuum of attention skills: a twin study of the SWAN ADHD rating scale.

Authors: Tinca J C Polderman; Eske M Derks; Jim J Hudziak; Frank C Verhulst; Daniëlle Posthuma; Dorret I Boomsma
Journal: J Child Psychol Psychiatry Date: 2007-11 Impact factor: 8.982

Review 6. Generalist genes and learning disabilities.

Authors: Robert Plomin; Yulia Kovas
Journal: Psychol Bull Date: 2005-07 Impact factor: 17.737

7. Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder.

Authors: Lucia Capano; Debbie Minden; Shirley X Chen; Russell J Schacher; Abel Ickowicz
Journal: Can J Psychiatry Date: 2008-06 Impact factor: 4.356

8. Academic achievement over 8 years among children who met modified criteria for attention-deficit/hyperactivity disorder at 4-6 years of age.

Authors: Greta M Massetti; Benjamin B Lahey; William E Pelham; Jan Loney; Ashley Ehrhardt; Steve S Lee; Heidi Kipp
Journal: J Abnorm Child Psychol Date: 2007-10-17

9. Categorical and Dimensional Definitions and Evaluations of Symptoms of ADHD: History of the SNAP and the SWAN Rating Scales.

Authors: James M Swanson; Sabrina Schuck; Miranda Mann Porter; Caryn Carlson; Catharina A Hartman; Joseph A Sergeant; Walter Clevenger; Michael Wasdell; Richard McCleary; Kimberley Lakes; Timothy Wigal
Journal: Int J Educ Psychol Assess Date: 2012-04

10. Early attention problems and children's reading achievement: a longitudinal investigation. The Conduct Problems Prevention Research Group.

Authors: D Rabiner; J D Coie
Journal: J Am Acad Child Adolesc Psychiatry Date: 2000-07 Impact factor: 8.829

27 in total

10. Word-level reading achievement and behavioral inattention: exploring their overlap and relations with naming speed and phonemic awareness in a community sample of children.

Authors: Rhonda Martinussen; Teresa Grimbos; Julia L S Ferrari
Journal: Arch Clin Neuropsychol Date: 2014-09-01 Impact factor: 2.813

Exploring how symptoms of attention-deficit/hyperactivity disorder are related to reading and mathematics performance: general genes, general environments.

1. Genetic and environmental influences on individual differences in printed word recognition.

2. Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability.

Review 3. Understanding the complex etiologies of developmental disorders: behavioral and molecular genetic approaches.

4. Neuropsychological analyses of comorbidity between reading disability and attention deficit hyperactivity disorder: in search of the common deficit.

5. Across the continuum of attention skills: a twin study of the SWAN ADHD rating scale.

Review 6. Generalist genes and learning disabilities.

7. Mathematical learning disorder in school-age children with attention-deficit hyperactivity disorder.

8. Academic achievement over 8 years among children who met modified criteria for attention-deficit/hyperactivity disorder at 4-6 years of age.

9. Categorical and Dimensional Definitions and Evaluations of Symptoms of ADHD: History of the SNAP and the SWAN Rating Scales.

10. Early attention problems and children's reading achievement: a longitudinal investigation. The Conduct Problems Prevention Research Group.

Review 1. Preschool Predictors of ADHD Symptoms and Impairment During Childhood and Adolescence.

2. Examining Associations Among ADHD, Homework Behavior, and Reading Comprehension: A Twin Study.

3. The association of parent-reported executive functioning, reading, and math is explained by nature, not nurture.

4. Interactions between levels of attention ability and levels of bilingualism in children's executive functioning.

5. Adderall for All: A Defense of Pediatric Neuroenhancement.

Review 6. Understanding Comorbidity Between Specific Learning Disabilities.

7. Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD.

8. Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors.

9. Speech-Sound Disorders and Attention-Deficit/Hyperactivity Disorder Symptoms.

10. Word-level reading achievement and behavioral inattention: exploring their overlap and relations with naming speed and phonemic awareness in a community sample of children.