A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit/Hyperactivity Disorder Symptoms and Reading and Math

Autor/inn/en	Daucourt, Mia C.; Erbeli, Florina; Little, Callie W.; Haughbrook, Rasheda; Hart, Sara A.
Titel	A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit/Hyperactivity Disorder Symptoms and Reading and Math
Quelle	In: Scientific Studies of Reading, 24 (2020) 1, S.23-56 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erbeli, Florina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2019.1631827
Schlagwörter	Learning Problems; Attention Deficit Hyperactivity Disorder; Reading Skills; Mathematics Skills; Correlation; Elementary Secondary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Symptoms (Individual Disorders); Genetic Disorders; Environmental Influences; At Risk Persons; Reading Difficulties; Age Differences; Racial Differences; Ethnicity + Suchen Sie Ihr Suchwort? Lernproblem; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Psychiatrische Symptomatik; Environmental influence; Umwelteinfluss; Risikogruppe; Reading difficulty; Leseschwierigkeit; Age; Difference; Age difference; Altersunterschied; Rassenunterschied; Ethnizität
Abstract	According to the Multiple Deficit Model, comorbidity results when the genetic and environmental risk factors that increase the liability for a disorder are domain-general. In order to explore the role of domain-general etiological risk factors in the co-occurrence of learning-related difficulties, the current meta-analysis compiled 38 studies of third- through ninth-grade children to estimate the average genetic, shared environmental, and nonshared environmental correlations between reading and attention-deficit/hyperactivity disorder (ADHD) symptoms, and reading and math, as well as their potential moderators. Results revealed average genetic, shared and nonshared environmental correlations between reading and ADHD symptoms of 0.42, 0.64, and 0.20, and reading and math of 0.71, 0.90, and 0.56, suggesting that reading and math may have more domain-general risk factors than reading and ADHD symptoms. A number of significant sources of heterogeneity were also found and discussed. These results have important implications for both intervention and classification of learning disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01