Abstractband zum 16. Kongress des Bundesverbandes Legasthenie

Abstractband 16. Kongress des Bundesverbandes Legasthenie
The genetic and environmental origins of mathematics and reading abilities
and disabilities in the early school years
Robert Plomin
Institute of Psychiatry, King’s College, London, UK
Behavioural genetic research on learning disabilities has gone far beyond just showing
that genetics contributes substantially to the origins of reading and mathematics
disabilities. Three examples from recent twin research will be discussed (Kovas et al.,
2007). First, the genes responsible for the high heritability of common learning disabilities
are the same genes responsible for normal variation in learning abilities. Second,
the persistence of learning disabilities and abilities is largely mediated genetically. Third,
the same set of genes (‘generalist genes’) affects different learning abilities and disabilities.
Conversely, the environment is largely responsible for age-to-age changes and for
differences across abilities.
The new frontier lies in understanding these genetic and environmental influences at
the molecular level of genes (DNA) and gene expression (RNA). Microarrays make it
possible to study all variation in DNA (genome) and variation in all RNA transcribed
from DNA (transcriptome) (Plomin & Schalkwyk, 2007). Genome-wide DNA association
studies have begun to identify some of the multiple genes responsible for the heritability
of common disorders, including reading and mathematics disabilities (Meaburn et al.,
2007). Because RNA, unlike DNA, is responsive to the environment, genome-wide RNA
association studies could provide a biological foundation for understanding more complex
levels of environmental influence.
Kovas, Y., Haworth, C. M. A., Dale, P. S., & Plomin, R. (2007). The genetic and environmental
origins of learning abilities and disabilities in the early school years. Monographs
of the Society for Research in Child Development, Volume 72, whole number 3, Serial
No. 188, pp. 1-144.
Meaburn, E. L., Harlaar, N., Craig, I. W., Schalkwyk, L. C., & Plomin, R. (2008). Quantitative
Trait Loci association scan of early reading disability and ability using pooled DNA
and 100K SNP microarrays in a sample of 5760 children. Molecular Psychiatry. 13 (7):
729-40.
Plomin, R., & Schalkwyk, L. C. (2007). Microarrays. Developmental Science, 10, 19-23.
Korrespondenzautor:
Robert Plomin
r.plomin@iop.kcl.ac.uk
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