The socio-economic gradient in children's reading skills and the role of genetics

John Jerrim (), Anna Vignoles, Raghu Lingam () and Angela Friend ()
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John Jerrim: Institute of Education, University of London
Raghu Lingam: London School of Hygiene and Tropical Medicine, University of London
Angela Friend: University of Colorado Boulder

No 13-10, DoQSS Working Papers from Quantitative Social Science - UCL Social Research Institute, University College London

Abstract: 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 the 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.

Keywords: Reading; Genes; Gene-environment interaction; ALSPAC (search for similar items in EconPapers)
JEL-codes: I20 I24 (search for similar items in EconPapers)
Date: 2013-06-05
New Economics Papers: this item is included in nep-ure
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