Genes have 'small role in children's reading ability'

By Hannah RichardsonBBC News education reporter

A child's genetic make-up has only a small role in determining how good they are at reading, a study suggests.

Researchers looked at the relationship between children's reading scores and their social background using data from a study of 5,000 children.

They then looked at how children's different genetic make-up for genes tied to reading affected those scores.

They found genes accounted for just 2% of the achievement gap between those of high and low social background.

Researchers from the Institute of Education, University of London, used data from the Avon Longitudinal Study to assess whether the tendency for those from a lower social background to have poorer reading skills than those from children of professional backgrounds was down to genetic differences.

Results of reading tests sat at seven, nine and 11 were then divided into five socio-economic groups.

'Infancy'

The researchers found that children with professional parents scored on average 60 out of 100, while children with unskilled parents scored an average of 42. Leaving a gap of of 18 test points.

They then took data on the children's DNA bases and looked at how variations in them tied in with children's reading scores. They did this by analysing the impact of three genes, KIAA0319, CMIP and DCDC2, said to influence reading ability.

They found the genetic factors explained just 2% of the 18-point achievement gap - the equivalent of less than half of one test point, according to the researchers.

Dr John Jerrim said: "We were thinking that there would be a comprehensive and substantial link because of previous research, but that's not what we found."

Earlier studies focusing on twins have suggested that 75% of the variance in children's reading skills is down to genetic factors, but this new research appears to challenge such claims.

Dr Jerriam added: "It is a very small difference and it may come back to the fact that we can only look at these three genes.

"Many more more genes maybe implicated in the reading process - possibly hundreds, each with small independent effects.

"We are not dismissing the role of genetics in influencing children's outcomes. We are simply cautioning the research of this kind is still in its infancy."

The study added: "On the basis of the evidence presented in this paper, we believe that social scientists need to be particularly cautious before advancing the view that genetics plays a major role in this particular aspect of child development."

SOURCE:

BBC News: http://www.bbc.co.uk/news/education-22801713 (accessed 08/06/13)

Why teens should have their music and sports lessons in the evening?

While you sleep your brain learns. Research with rats has shown how they rehearse maze-routes in their brains whilst they're dozing. And human research has demonstrated that learned material is better recalled after a sound sleep as opposed to a disturbed night. But what hasn't been looked at before now is the optimum time to leave between learning and sleeping.

A team led by Johannes Holz has done just that, finding that "procedural learning" (practice at the kind of skill that you do, rather than talk about) is more effective right before sleep. Learning factual material, by contrast, (dependent on "declarative memory"), was found to be more effective when done in the afternoon, seven and a half hours before sleep, although the evidence for this was less convincing and should be treated with caution.

The researchers recruited 50 teenage girls (aged 16-17) to learn a series of word pairs and a finger-tapping task, either at 3pm in the afternoon or 9pm at night. The performance level of the afternoon and night groups was equivalent at the end of these initial learning tasks.

With the tapping task, it was the girls who learned right before sleep who showed the greatest gains in performance when they were re-tested after 24 hours and again 7 days later. Holz and his colleagues can't be sure why procedural learning is more effective just before sleep, but they think it probably has to do with the effect of sleep on protein synthesis and gene expression.

In contrast to the tapping task, performance on the word pairs after 24 hours was better in the afternoon-learning group. At the 7 day word-pairs test there was no difference in afternoon or evening learners. The fact that declarative learning was more effective in the afternoon suggests that this type of hippocampus-dependent memory has a different time course from procedural learning.

The findings, though preliminary, have obvious practical implications. "We propose that declarative memories, such as vocabulary words, should be studied in the afternoon and motor skills, like playing soccer or piano, should be trained in the late evening," the researchers said. "Most parents among us would have preferred the opposite results."
_________________________________

 

Source:

 

PSYCHOLOGY DIGEST : http://www.researchdigest.org.uk/

Holz J, Piosczyk H, Landmann N, Feige B, Spiegelhalder K, Riemann D, Nissen C, and Voderholzer U (2012). The Timing of Learning before Night-Time Sleep Differentially Affects Declarative and Procedural Long-Term Memory Consolidation in Adolescents. PloS one, 7 (7) PMID: http://www.ncbi.nlm.nih.gov/pubmed/22808287