DNA can predict reading ability: Study

Study | Genome-Wide Polygenic Scores Predict Reading Performance Throughout the School Years

Abstract

It is now possible to create individual-specific genetic scores, called genome-wide polygenic scores (GPS). We used a GPS for years of education (EduYears) to predict reading performance assessed at UK National Curriculum Key Stages 1 (age 7), 2 (age 12) and 3 (age 14) and on reading tests administered at ages 7 and 12 in a UK sample of 5,825 unrelated individuals. EduYears GPS accounts for up to 5% of the variance in reading performance at age 14. GPS predictions remained significant after accounting for general cognitive ability and family socioeconomic status. Reading performance of children in the lowest and highest 12.5% of the EduYears GPS distribution differed by a mean growth in reading ability of approximately two school years. It seems certain that polygenic scores will be used to predict strengths and weaknesses in education.

Link | http://www.tandfonline.com/doi/full/10.1080/10888438.2017.1299152

Press Release

Reading ability of kids throughout school years can be predicted from their DNA alone, say scientists who have developed a new genetic scoring technique. 

The scores could one day be used to identify and tackle reading difficulties early, rather than waiting until children develop these problems at school, researchers said. 

The study shows that a genetic score comprising around 20,000 of DNA variants explains five per cent of the differences between childrens reading performance. 

Students with the highest and lowest genetic scores differed by a whole two years in their reading performance. 

The findings from Kings College London in the UK highlight the potential of using genetic scores to predict strengths and weaknesses in childrens learning abilities. 

"We hope these findings will contribute to better policy decisions that recognise and respect genetically driven differences between children in their reading ability," said Robert Plomin, from Kings College London. 

The study was published in the journal Scientific Studies of Reading. 

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