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Exploring interactive effects on genes and environments in etiology of individual differences in reading comprehension
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2007 (English)In: Development and Psychopathology, ISSN 0954-5794, Vol. 19, no 4, 1089-1103 p.Article in journal (Refereed) Published
Abstract [en]

It is established that reading and reading-related processes are heritable; genes thus play an important role in the foundation of individual differences in reading. In this article, we focus on one facet of reading–comprehension. Comprehension is a higher order cognitive skill that requires many other cognitive processes for it to unfold completely and successfully. One such process is executive functioning, which has been associated with genetic variation in the catechol-O-methyltransferase (<i>COMT</i>) gene. Genotypes and haplotypes of four single nucleotide polymorphisms in <i>COMT</i> were investigated in 179 incarcerated adolescent delinquents. Four hierarchical logistic regression models predicting the presence/absence of comprehension difficulties were fitted to the data; genetic variation in <i>COMT</i> and the presence/absence of maternal rejection were investigated as main effects and as effects acting interactively. Three out of four interaction terms were found to be important predictors of individual differences in comprehension. These findings were supported by the results of the haplotype analyses, in which the four investigated polymorphisms were considered simultaneously.

Place, publisher, year, edition, pages
2007. Vol. 19, no 4, 1089-1103 p.
Keyword [en]
reading comprehension, genes, environment, etiology
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URN: urn:nbn:se:su:diva-9375DOI: doi:10.1017/S0954579407000557ISI: 000250400300010OAI: diva2:175894
Available from: 2008-11-03 Created: 2008-11-03 Last updated: 2011-01-11Bibliographically approved

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af Klinteberg, Britt
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Centre for Health Equity Studies (CHESS)Department of Psychology

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