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  Multivariate genome-wide covariance analyses of literacy, language and working memory skills reveal distinct etiologies

Shapland, C. Y., Verhoef, E., Smith, G. D., Fisher, S. E., Verhulst, B., Dale, P. S., et al. (2021). Multivariate genome-wide covariance analyses of literacy, language and working memory skills reveal distinct etiologies. npj Science of Learning, 6: 23. doi:10.1038/s41539-021-00101-y.

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Item Permalink: https://hdl.handle.net/21.11116/0000-0009-09F6-8 Version Permalink: https://hdl.handle.net/21.11116/0000-0009-09FA-4
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This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.
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Shapland, Chin Yang1, 2, Author           
Verhoef, Ellen1, 3, Author           
Smith, George Davey2, Author
Fisher, Simon E.1, 4, Author           
Verhulst, Brad5, Author
Dale, Philip S.6, Author
St Pourcain, Beate1, 2, 4, 7, Author           
Affiliations:
1Language and Genetics Department, MPI for Psycholinguistics, Max Planck Society, ou_792549              
2University of Bristol, Bristol, UK, ou_persistent22              
3International Max Planck Research School for Language Sciences, MPI for Psycholinguistics, Max Planck Society, Nijmegen, NL, ou_1119545              
4Donders Institute for Brain, Cognition and Behaviour, External Organizations, ou_55236              
5Texas A&M University , College Station, TX, USA, ou_persistent22              
6University of New Mexico , Albuquerque, NM, USA, ou_persistent22              
7Population genetics of human communication, MPI for Psycholinguistics, Max Planck Society, ou_2579694              

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 Abstract: Several abilities outside literacy proper are associated with reading and spelling, both phenotypically and genetically, though our knowledge of multivariate genomic covariance structures is incomplete. Here, we introduce structural models describing genetic and residual influences between traits to study multivariate links across measures of literacy, phonological awareness, oral language, and phonological working memory (PWM) in unrelated UK youth (8-13 years, N=6,453). We find that all phenotypes share a large proportion of underlying genetic variation, although especially oral language and PWM reveal substantial differences in their genetic variance composition with substantial trait-specific genetic influences. Multivariate genetic and residual trait covariance showed concordant patterns, except for marked differences between oral language and literacy/phonological awareness, where strong genetic links contrasted near-zero residual overlap. These findings suggest differences in etiological mechanisms, acting beyond a pleiotropic set of genetic variants, and implicate variation in trait modifiability even among phenotypes that have high genetic correlations.

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Language(s): eng - English
 Dates: 2021-06-112021-08-19
 Publication Status: Published online
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 Rev. Type: Peer
 Identifiers: DOI: 10.1038/s41539-021-00101-y
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Title: npj Science of Learning
Source Genre: Journal
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Pages: - Volume / Issue: 6 Sequence Number: 23 Start / End Page: - Identifier: -