NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1051980
Record Type: Journal
Publication Date: 2015-Feb-10
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0141-1926
The Socio-Economic Gradient in Children's Reading Skills and the Role of Genetics
Jerrim, John; Vignoles, Anna; Lingam, Raghu; Friend, Angela
British Educational Research Journal, v41 n1 p6-29 Feb 2015
By the time children leave primary school there is a large socio-economic gap in their reading proficiency. There are a number of potential explanations for this socio-economic gap and in this paper we investigate the role of three particular genes and gene-environment interactions in determining children's reading skills, using the Avon Longitudinal Study of Parents and Children (ALSPAC) dataset. We find that whilst these genes are indeed correlated with reading outcomes, effect sizes are small and sensitive to the choice of test used and the sample selected. Our results suggest that these leading candidate genes can jointly explain just 2% of the socio-economic gap in children's reading test scores. We conclude that the influence of these three genes on children's reading ability is limited, and their role in producing socio-economic gaps in reading ability is even more limited still.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A