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Gene-Environment Interplay in Reading Performance.

Amaia Carrión-Castillo1,2, Manuel Carreiras1,2,3, Marie Lallier1,2

  • 1Basque Center on Cognition, Brain, and Language (BCBL), Donostia-San Sebastian, Spain.

Developmental Science
|December 22, 2025
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Summary
This summary is machine-generated.

Both genetic and environmental factors significantly influence reading abilities. This study found these factors interact, with polygenic scores (PGS) and socioeconomic indicators explaining reading variance. Reading performance is shaped by a complex interplay of nature and nurture.

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Area of Science:

  • Cognitive Neuroscience
  • Behavioral Genetics
  • Developmental Psychology

Background:

  • Genetic factors are recognized contributors to reading abilities and cognitive processes.
  • The intricate interplay between genetic and environmental influences on reading outcomes requires further investigation.

Purpose of the Study:

  • To investigate the combined and interactive effects of genetic and environmental factors on reading performance.
  • To elucidate the complex mechanisms underlying reading abilities by analyzing gene-environment interplay.

Main Methods:

  • Utilized the Adolescent Brain Cognitive Development (ABCD) dataset.
  • Employed polygenic scores (PGS) for genetic risk and socioeconomic indicators (income, parental education) and linguistic factors (bilingualism, L1) as environmental variables.
  • Analyzed individual and combined effects of PGS and environmental factors on reading performance, including sensitivity analyses on other cognitive outcomes.

Main Results:

  • Both genetic (PGS) and environmental factors significantly predict reading performance, explaining a similar range of variance.
  • An additive effect was observed, with PGS remaining significant after environmental adjustment, indicating partial gene-environment correlation.
  • A multi-PGS analysis improved predictive power, explaining up to 10% of variance in reading performance, with specificity to reading outcomes.

Conclusions:

  • Reading abilities are shaped by the significant and interrelated contributions of both genetic and environmental factors.
  • The study highlights the complex gene-environment interplay influencing reading development.
  • Findings underscore the importance of considering both genetic predispositions and environmental contexts for understanding reading proficiency.